ELPA 5820 Introduction to Higher Education in America
East Tennessee State University
Fall 2013
Online
Instructor:
Dr. Don Good
Office (WP 514): (423) 439-7621
Cell: (423) 747-6072
Email: gooddw@etsu.edu
Credit:
Three (3) Semester Hours
Text (Required):
Harper, S., & Jackson, J. (2010). Introduction to American Higher Education: A
Reader. New York, NY: Routledge. ISBN 978-0415-80326-7.
Texts (Recommended):
Altbach, P, G., Berdhal, R. O., & Gumport, P. J. (2005). 2nd ed. American
Higher Education in the twenty-first century: Social, political and
economic challenges. Baltimore, MD: Johns Hopkins.
Cohen, A. M. (1998). The shaping of American Higher Education: The
emergence and growth of the contemporary system. San Francisco, CA:
Jossey-Bass.
Catalog Description:
The course examines major trends, policies, issues, and challenges facing colleges
and universities from a variety of perspectives, including historical,
administrative, public policy, governance, and faculty.
Additional Course Information:
The course content is organized into five overarching sections or themes: (1) faculty;
(2) curriculum, teaching, and learning; (3) students; (4) organization, administration,
and governance; and (5) policy.
Relationship of Course to College and Program Philosophy and Goals:
This course assists the student in developing an understanding of 1) various
components and operations of higher education and 2) the interaction of these
components and operations. The foundation provided by this course will serve as
a basis for further study, reasoned judgment, and determination of appropriate
policy development for the college and university. Its content and requirements is
related specifically to program goals of assisting students in the acquisition of
knowledge of historically, political, and ethical issues affecting higher education.
1
Conceptual Framework Overview:
The College’s Conceptual Framework, Educating Leaders in the 21st Century, was
developed through a series of faculty retreats in 1993 and 1994, and revised in
Spring 2002 based on recommendations by the COE Conceptual Framework
Committee, which was comprised of representative COE faculty, and local school
teachers and administrators. Programs were redesigned based on the revised
framework that went into effect in Fall 2002. The Conceptual Framework
specifically guides the Teacher Education programs within the College and,
where appropriate, also applies to the various non-licensure programs housed
within the College. The framework is comprised of nine dimensions that come
together to form the tenth: Leadership.
The Conceptual Framework is expressed in terms of the proficiencies that all
teacher candidates must demonstrate. These knowledge, skills, and dispositions
are considered essential to success in teaching as well as in other roles held by
other school personnel.
See the accompanying blackboard site for complete information on the 9
dimensions + Leadership that make up the Clemmer College of Education
Conceptual Framework.
Course Objectives:
Upon the completion of the course the student will be able to:
1. articulate an understanding of the historical, social, and economic foundations
of higher and adult education systems/institutions.
2. articulate the development of the higher education system in America.
3. explain the role that faculty, administrators, students and external
constituencies play in the operation of institutions of higher education.
4. articulate the diversity of higher education institutions, their organization,
governance, missions, clientele and leadership.
5. locate, summarize and critically evaluate reports, position papers, research and
other published material pertaining to postsecondary education.
6. provide an overview of the diverse institutional and environmental factors that
influence higher education;
7. articulate the interaction of these various factors and how the resulting
decisions influence higher education and vice-versa;
8. demonstrate the critical skills necessary for the analysis and evaluation of
important higher education issues; and
2
9. demonstrate the written and verbal communication skills necessary for
effective communication and leadership in a higher education setting.
Course Requirements/Assignments:
In order to meet the goal of providing a stimulating teaching and learning
environment, a variety of instructional approaches will be utilized in this course.
Students are expected to prepare for class by completing assigned readings prior
to assignment due dates. Course requirement should be fulfilled by reading
literature and investigating topics pertinent to the subjects addressed in class
sessions. The student's analysis and interpretation of class topics should reveal
familiarity with the relevant sources of information, knowledge of alternative
perspectives on the subject, and the ability to examine higher education issues
critically and systematically.
The final grade will be based on the completion of required course projects and
activities. These projects and activities each carry a point value with the
cumulative total of the completed points determining the grade to be received in
the course. The student must complete the required projects and activities in order
to successfully complete the course.
The student’s grade in this course will be based on the following components:
1. Class Participation. The readings for each class session will be provided to the
student in advance. Each student is required to read ALL of the materials
provided. This preparation is a pre-condition to the class because the
discussions assume that the student have read the material and thus, take the
students not only through the material but beyond its content to application in
the college setting. It is also expected that each student will be prepared to
participate in appropriate and required manners Your timely response to
assignments and projects on or before the due date specified will be credited as
successful online class attendance.
POINTS:
Maximum 25 points
2. Desire2Learn (D2L) Discussion Threads. Each student is required to
participate in a total of five (Desire 2 Learn) online discussion thread forums.
The assigned readings for the class will form the basis of the online discussion
thread. Each student is required to access D2L at https://elearn.etsu.edu/ and
participate in the discussion forum for each of the five major sections. These
discussions will be scheduled every 2-3 weeks. Your initial postings should
consist of two paragraphs concerning each of the five major sections (your
choice of which specific topic within each major section). Please give each of
your postings a specific heading so the rest of us know the topic to which you
refer. The first paragraph should be a summary of the specific topic or issue as
presented in the text. The second paragraph should be a response (reflection,
3
interpretation, application, agreement, disagreement, etc) of what you
summarized in paragraph one. In addition to the initial two paragraph posting,
each student will be required to respond (at least a paragraph) to the postings of
at least two others. Initial postings and responses should show thoughtful
analysis. Responses should also indicate your own reading of the text.
Discussions and responses may continue beyond these minimum requirements
as you wish.
POINTS: Maximum 75 points (10 points for each initial posting, 5 points for
each pair of responses, total 15 points each)
3. Critical Analysis Papers. During the semester each student is required to prepare two
critical analysis papers. A critical analysis paper is a concise summary and reflective
critique/discussion of a refereed journal article, published book chapter (other than in
the required text), or recently published national report on topics and issues germane
to higher, postsecondary and continuing education. To gain a comprehensive
perspective on the challenges and dynamics of higher, postsecondary and continuing
education, you are encouraged to select articles, chapters, or reports that represent the
different HPCE sectors, e.g. 2-year colleges, 4-year colleges, special mission
institutions, etc. The topics or literature addressed in the critical analysis papers should
also inform your literature search for the final paper.
Each paper should be organized in the format outlined below. The numbers in
parentheses represent the maximum point value for each portion of the assignment.
Each paper should be prepared as a Word document, then submitted to the appropriate
dropbox.
A. The full and correctly formatted APA citation for the published document. (10
points)
B. Summary: A 200-300 word narrative highlighting the problem addressed, inquiry
methods used, and key findings and recommendations. (10 points)
C. Critique and Implications: a 500-1000 word analysis of the study focusing on the
quality and feasibility of the findings and recommendations for improving
educational policy and/or practice. In this section, please cite other studies, policies
or practices in high school redesign settings that support or contradict the findings
or recommendations. A well-written critique meets the following criteria: Are all of
the major assumptions and pertinent limitations clearly acknowledged by the
author? To what extent were the investigation methods appropriate and rigorous?
Do the findings support, contradict, or extend existing theories, research, policy,
and/or practice? What are the implications, beyond those cited by the author(s), for
improving educational practice, policy and/or future research? (20 points)
4
D. Supporting References--a list of references used in the analysis, critique, and
discussion of the primary document. Reading material assigned for the seminar
should be cited where appropriate. (10 points)
(Interpretive Note: Each of the two assigned Critical Analysis Papers should be a
total of 700-1300 words, approximately 2-4 pages plus a reference page.)
POINTS: Maximum 100 points (50 points each)
4. Final Research and Position Paper. This final position paper
is intended to provide students with the opportunity to develop and
demonstrate an in-depth understanding of a current issue in higher education.
Students are required to formulate a clear position on a topical higher
education issue and submit a paper proposal to the instructor before the final
paper. The proposal must contain a concise statement of the student’s
plan/position in the issue to be discussed.
The final paper is a research paper on a topic of the student's choosing
analyzing a significant higher education problem or issue. This paper should
be approximately 10-11 pages in length (plus reference list).
The paper, including all citations in the text and in the reference list, must be in
the style prescribed by the Publication Manual (6th ed.) of the American
Psychological Association.
Papers will be graded on both substance and form. In terms of substance, the
paper should demonstrate the relevance of the issue, it should be thoroughly
researched, the key concepts and legal principles found in the literature
(including important cases) should be well integrated and logically synthesized
and the student’s reaction should be thoughtful and demonstrate a depth of
understanding. In terms of form, the paper should be organized, written in clear
and unambiguous prose, free of grammatical and typographical errors (proof
read your paper carefully).
POINTS:
Maximum 100 points
Evaluation/Grading:
Grades will be based on points accumulated on the assignments and activities
described above. An approximate grade scale is given. The instructor reserves
the right to adjust the grading procedure as he deems necessary.
Activity
Participation
Discussion
Critical Analysis Papers
Research and Position Paper
Points
25
75 (5 @ 15 each)
100 (2 @ 50 each)
100
5
Grading Scale
Grade
A
AB+
B
BC+
C
F
# points
284-300
278-283
275-277
254-274
248-253
242-247
224-241
0-223
%
95-100
93-94
91-92
85-90
83-84
81-82
75-80
0-74
Student Technical Help:
-Technical/Computer Help
The OIT Student HelpDesk is your best resource for most technical
problems. You can call, email or stop in to see them on the first floor of
the Culp Center. Phone: 423.439.5648 Email:
shdesk@goldmail.etsu.edu
-D2L Help
You can find answers to many of your D2L how-to questions on this
website: http://www.etsu.edu/d2l/students.aspx. If you are still having
trouble finding what you need, contact the Student HelpDesk.
-Problems Viewing Course Videos
This website lists some possible solutions for problems you might
encounter when viewing streaming videos through your online course site.
http://www.etsu.edu/academicaffairs/elearning/ats/services/StreamingMed
iaHelp.aspx. You can also contact the HelpDesk with your questions. The
more information you can provide about what is occurring on your
computer the easier it will be to help with your problems.
-Goldmail
Your Goldmail account is your official ETSU email address. University
policy states that you must use this address as your official point of
contact. You are responsible for the messages sent here. Your email
address is username@goldmail.etsu.edu and you can access your
messages by going to http://goldmail.etsu.edu. Contact the Student
HelpDesk if you need help with your password (it can be different from
your ETSU password.)
-Microsoft Office Free Viewers
Some instructors may post Microsoft Word or PowerPoint documents.
Even if you do not have Microsoft Office installed on your computer you
can still view these documents by installing one of the open source
products or by installing the free Office Viewers.
-PowerPoint 2007
http://www.microsoft.com/downloads/details.aspx?familyi
d=048dc840-14e1-467d-8dca19d2a8fd7485&displaylang=en
6
-Word Viewer 2007
http://www.microsoft.com/downloads/details.aspx?FamilyI
D=3657ce88-7cfa-457a-9aecf4f827f20cac&displaylang=en
-Excel Viewer 2007
http://www.microsoft.com/downloads/details.aspx?FamilyI
D=1cd6acf9-ce06-4e1c-8dcff33f669dbc3a&DisplayLang=en
-Password Reset
Your ETSU password expires every 90 days. You can select the Password
Reset link located beneath the D2L login fields or access the page directly
at: https://etsuis.etsu.edu/accountactivation/AccountActivation.aspx. The
Student HelpDesk can assist you if you are having trouble resetting the
password or have been locked out of your account.
-Virus Protection
Students may download free Symantec antivirus software at:
http://antivirus.etsu.edu. You will need your ETSU username and
password to download the software.
Student Resources:
-ETSU Bookstore
The ETSU Bookstore can be reached at cbirdwell@nebook.com, 423-4394436, or http://www.etsubookstore.com/. If you have the ISBN you can
purchase your textbook from anywhere. Just make sure that you are
purchasing the proper edition. The ETSU Bookstore will have the version
your instructor ordered but other sources may not.
-Disability Services
The Office of Disability Services provides a variety of services to students
with qualifying disabilities. You can find more information on their
website at http://www.etsu.edu/students/disable/default.aspx or by calling
the office at 423.439.8346.
-ETSU Email
Your Goldmail account is your official ETSU email address. University
policy states that you must use this address as your official point of
contact. You are responsible for the messages sent here. Your email
address is username@goldmail.etsu.edu and you can access your
messages by going to http://goldmail.etsu.edu. Contact the Student
HelpDesk if you need help with your password (it can be different from
your ETSU password.)
-Library
You can access most library materials from your computer. The Sherrod
Library even has one librarian dedicated to distance students. Her name is
Amy Arnold and she is available at 423.439.4714 or by email
at arnolda@etsu.edu. You can search the library databases by starting at
http://sherrod.etsu.edu. You will need your ETSU username and password.
7
-Student Handbook
The Spectrum contains all the information you will need regarding
policies and procedures. It can be found online at:
http://www.etsu.edu/students/spectrum/policies.htm.
-Tutoring
University Tutoring Services offers free tutoring through D2L for certain
courses. Find more information on their website at
http://www.etsu.edu/scs/uts/OnlineTutoring/. You can also contact them at
423.439.4758 or by email at uts@etsu.edu.
-Writing and Communication
The Writing and Communication Center provides online assistance for
writing papers and research. You can find more information about their
services online at:http://www.etsu.edu/academicaffairs/wcc/. You can call
them at 423.439.7848 to schedule appointments or email them
at etsuwcc@gmail.com.
-Mental Health
Students often have questions about mental health resources, whether for
themselves or a friend or family member. Many resources available on the
ETSU Campus, including: ETSU Counseling Center (423) 439-4841;
ETSU Behavioral Health & Wellness Clinic (423) 439-7777; ETSU
Community Counseling Clinic: (423) 439-4187.
-If you or a friend are in immediate crisis, call 911.
-Available 24 hours per day is the National Suicide Prevention
Lifeline: 1-800-273-TALK (8255).
Diversity:
In alignment with the mission statement and conceptual framework for the
Clemmer College of Education, this course addresses important social justice issues
especially around access issues in higher education. To illustrate, we address the
intersection of higher education with educational policy around issues related to
nondiscrimination in admissions including the continuing debate in society around
affirmative action programs on campus both in admission and in employment.
Additionally, because American higher education is diverse in so many different
ways, we address how the law may impact educational policy at these diverse
institutions (e.g., religiously-based institutions v. public sector institutions). Other
examples of diversity that are impacted by the law include policies that address sex,
sexual orientation, disability, race, ethnicity, color, religion, etc.
Academic Dishonesty and Misconduct:
Academic dishonesty and misconduct such as cheating and plagiarism detract
from the value of the degrees offered at ETSU and seriously undermine the ideals set
forth by ETSU’s governing body. Therefore, cheating, plagiarizing or any form of
academic dishonesty will not be tolerated. Academic dishonesty will result in a
minimum of failure of the assignment and potential failure of the course. In a nut
shell: Do your own work.
8
Further Notes:
Due dates will be by midnight of the day indicated. Each assignment must be
submitted via the appropriate dropbox. Late submission of assignments (other than
homework) be given 90% credit if submitted within one week after the due date, 80%
credit if submitted between one and two weeks late. No assignments will be accepted
later than two week after the due date or after the scheduled end of class.
The course progresses from being more reading intensive (more reading/less writing)
at the beginning to more writing intensive (less reading/more writing) at the end.
While the three major writing assignments are all due the second half of the semester,
please do not wait to explore what articles, book chapters, or reports on which you
want to focus your Critical Analysis papers. Likewise, you are advised to use the
entire semester to give thought to the final Research and Position Paper.
Tentative Calendar:
Reading assignments are in parentheses and refer to the required textbook. The
instructor reserves the right to adjust the schedule as he deems necessary. We will
also have periodic synchronous online meetings with specific times to be determined.
These times will be primarily for open discussion, a chance for you to ask questions,
etc. No new material will be presented at those times. Also, there may be some
presentations involving guest speakers, which will also be in real time. You are
invited to attend those sessions in person (WP 503) or virtually at
http://etsuac1.etsu.edu/elpa5820fall13. All “live” sessions will be recorded so
students who may not be available during those times can view them.
Dates
Reading Assignment, Assignments Due, Notes
August 26 - September 6
Reading Assignment: Chapters 1-5
Live Virtual Meeting, (specific time TBA)
DUE September 6: Discussion Posting #1
September 9 – 20
Reading Assignment: Chapters 6-10
DUE September 13: Responses to Discussion
Posting #1
September 23 – October 4
Reading Assignment: Chapters 11-14
Live Virtual Meeting (specific time TBA)
DUE September 27: Discussion Posting #2
DUE October 4: Responses to Discussion
Posting #2
October 7 – 18
DUE October 11: Discussion Posting #3
DUE October 18: Critical Analysis Paper #1
9
October 21 – November 1
Live Virtual Meeting (specific time TBA)
DUE October 25: Responses to Discussion
Posting #3
DUE November 1: Critical Analysis Paper #2
November 4 – 15
DUE November 8: Discussion Posting #4
DUE November 15: Responses to Discussion
Posting #4
November 18 – 29
DUE November 22: Discussion Posting #5
DUE November 29: Response to Discussion
Postings #5
DUE November 29: Research and Position Paper
NOTE: Thanksgiving is November 28
December 2 – 12
Live Virtual Meeting, specific time TBA
NOTE: No assignments will be accepted after
December 12
10
References
Altbach, P,G., Berdhal, R.O., & Gumport, P.J. (2005). American Higher
Education in the twenty-first century: Social, political and economic challenges,
2nd ed. Baltimore, MD: Johns Hopkins. Sherrod Library Call #LA227.3.A63
Bates, T., Effective teaching with technology in higher education: foundation for success.
(2003). San Francisco, CA: Jossey-Bass. Sherrod Library Call Number
#LB2331.B378
Bess, J.L., & Webster, D. (1999). Foundations of American Higher Education (2nd
Edition). ASHE Reader series. Boston, MA: Pearson.
Brown, W.A. Cost containment in higher education: issues and recommendations.(2002).
San Francisco, CA: Jossey Bass. Sherrod Library Call Number # LB342.B76
Burke, J.C. (2005). Achieving accountability in higher education: balancing public,
academic and market demands. San Francisco, CA: Jossey- Bass. Sherrod
Library Call Number # LB2806.22.B87
Bickel, R.D., & Lake, P.F. (1999) The rights and responsibilities of the modern university: Who
assumes the risks of college life? Durham, NC: Carolina Academic Press. Sherrod
Library Call Number #LB2866.B52.
Birnbaum, R. (1988). How colleges work: The Cybernetics of academic organization and
leadership. San Francisco, CA: Jossey-Bass. Sherrod Library Call Number
#LB2341.B48.
Chickering, A.W. (2006). Encouraging authenticity and spirituality in higher education.
San Francisco, CA: Jossey-Bass. Sherrod Library Call Number #LB 2324.C49.
Cohen, A.M. (1998). The shaping of American Higher Education: The emergence and
growth of the contemporary system. San Francisco, CA: Jossey-Bass Publishers.
Sherrod Library Call Number #LA226.C66.
Garrison, D.R., (2008). Blending learning in higher education: framework, principles and
guidelines. San Francisco: Jossey Bass. Sherrod Library Call Number
LB2395.7.G365
Green, J.L., Jr. (1989). A strategic planning system for higher education. Topeka, KS: SPMA.
Hirsch, W.Z., & Weber, L.E. (2001). Governance in higher education: The university in
a state of flux. London: Economica Ltd. (Also available from The Brookings
Institute )
Hutchinson, S.R., Raymond, K.J., & Black, K.R. (2008). Factorial invariance of a campus
11
climate measure across race, gender, and student classification. Journal of Diversity
in Higher Education, 1 (4), 235-250. Sherrod Library: Available electronically.
Levine, A. (1994). Higher learning in America: 1980-2000. Baltimore, MD: Johns Hopkins.
Perna, L., Lundy-Wagner, V., Drezner, N.D., Gasman, M., Yoon, S., Bose, E., & Gary, S.
(2009). The contribution of HBCUs to the preparation of African American women
for STEM careers: A case study. Research in Higher Education, 50(1), 1-23.
Sherrod Library: Available electronically.
Young, D.P.,& Gehring, D.D. (2005). The college student and the courts. Asheville, NC:
College Administration Publications. ETSU Kingsport KF4225.A6 Y68.
White, L. (2005, May 27). Which issues will keep colleges busy in the year 2012? The Chronicle
of Higher Education, pp. B1-4. Sherrod Library: Available electronically.
.
Internet Resources
Inside Higher Ed insidehighered.com
The online source for news, opinion, and jobs for all of higher education.
Southern Association of Colleges and Schools (SACS) www.sacs.org
Website for the leading accreditation organization in the Southeast.
American Association of University Administrators (AAUA) aaua.org
The AAUA is an organization that develops and advances the standards for the
profession with a special emphasis on the responsibility of the administrators, at all
levels, to demonstrate moral and ethical leadership in the exercise of their duties.
Formerly National Association of Student Personnel Administrators, now Student Affairs
Administrators in Higher Education (NASPA) www.naspa.org Website for an
organization that encourages research and publishing among student affairs
administrators.
Council of Higher Education Management Associations (CHEMA) www.chemanet.org/
An informal volunteer assembly of higher education professionals that share their
resources and projects through this website.
Journals/ Periodicals in Student Affairs and Higher Education
1. Community College Journal of Research and Practice, Sherrod Library: Available in
print and electronically.
2. Diverse Issues in Higher Education, Sherrod Library: Available in print and
electronically.
3. Equity and Excellence in Education
12
4. Journal of College Student Development, Sherrod Library: Available in print and
electronically.
5. Journal of Diversity in Higher Education, Sherrod Library: Available electronically.
6. Journal of Hispanic Higher Education, Sherrod Library: Available electronically.
7. Journal of the Professoriate
8. National Women’s Studies Association Journal, Sherrod Library: Available in print and
electronically.
9. On Campus with Women, Sherrod Library: Available in print.
10. Outlook in Higher Education
11.Research in Higher Education, Sherrod Library: Available electronically.
12.Review of Higher Education, Sherrod Library: Available in print and electronically.
13. Women in Higher Education, Sherrod Library: Available in print
13