EDIL 861, Educational Finance, Spring 2016
Course Section:
Meeting Time and Place:
Course Credit Hours:
Not Applicable
Per Doctoral Course Schedule / Cedar Bluff Campus
Three (3) Credit Hours
Faculty Contact Information:
Office Hours
E-Mail:
Telephone:
Benjamin Brown, PhD
Thursday 12 pm - 6 pm (class week)
Friday 1 pm – 4 pm
Other times – On-line (24/7)
benjamin.brown@lmunet.edu, or
bbrown1@aol.com (preferred)
615-496-66531
.
I.
Course Description: This course traces the historical development of education funding models from the 19th
to the 21st century. Candidates will examine how litigation on school funding has spawned legislation shaping
federal, state, and local funding models. The interdependency between funding models at these levels (e.g.,
federal, state, local) will also be examined. The course will examine landmark school funding legislation
including: Stuart v. Kalamazoo (1874); Zimmerman v. Asheville Board of School Commissioners (1927);
Brown v. Board of Education (1954); San Antonio Independent School District v. Rodriguez (1973); Serrano v.
Priest (1977); and Abbott v. Burke (1985).
II. Course Objectives:
a. Instructor will create and post these prior to the onset of the spring course
III. Texts/Materials for the Course:
a. Instructor will create and post these prior to the onset of the spring course
IV. Course Requirements, Assessment (Learning Outcomes) and Evaluation Methods:
Attendance Policy:
At the graduate level, direct interaction with the course instructor and with other candidates is integral to
each candidate’s ability to acquire, integrate, and obtain a better context for, the knowledge and skills that
the course is designed to deliver. Therefore, each candidate is expected to attend each class and to interact
with the professor and other candidates when possible and appropriate during, as well as outside of, class
hours throughout the course. However, in the event a candidate is unable to attend a regular class session
due to circumstances beyond his or her control, the professor may request a face-to-face or Web-based
meeting to ascertain the extent to which the candidate has met the course obligations and to assign
additional study should such be required. Candidates who violate the policy will be given the option to
accept a lower grade for the course or to accept an incomplete until the attendance requirements have been
met (unless a class absence qualifies for make-up assignments under ADA requirements).
Learning Outcomes:

Candidate demonstrates values congruent with the disposition and practices of the education
profession.
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

The candidate demonstrates in-depth general and content-specific knowledge of a high quality and
distinguished educator.
The candidate serves as a leader in the education profession.
Requirements / Assignments:
a.
b.
Assignments. Instructor will create and post these prior to the onset of the spring course
Grading: Instructor will create and post these prior to the onset of the spring course
V. Methods of Instruction:
The candidate and instructor will collaborate to identify tools, applications, activities, lectures, and / or a
myriad of other resources that may be used to effectively and efficiently facilitate learning around this area
of study.
VI. Clinical Experiences: In courses with Clinical Experiences, candidates will receive regular coaching and
feedback from mentors. The coaching process must be documented, for example, through an Activity/Time Log
or Formal Evaluations. NOT APPLICABLE
VII. Information Literacy/Technological Resources: [This section should include any type of research materials
or technology (i.e., Blackboard, LiveText or a bibliography) the student will need to use for the classroom.]
Technology
Incoming students must be computer literate, able to use software for e-mail, word processing, web
browsing, and information retrieval. Students must have access to the Internet for communicating with
instructors and accessing learning resources. Computer access must be available on a personal
computer.
Turn-it-in
Portions of written materials may be required to be submitted to Turn-It-In, the computer program
designed for checking literature duplication. Submitting additional course work to Turn-It-In is at the
instructor’s discretion. Instructions will be available early in the semester on the Graduate Education
Office webpage.
LiveText
Each student will be required to establish an account with the LiveText program by the second
class session. LiveText is a web-based application offering a comprehensive suite of development,
management, and assessment tools. This suite of tools provides colleges and universities with the
capability to assess student work online using assessment instruments that have been developed and
implemented by the individual college faculty and/or departments. Specific instructions were
distributed on a separate handout at your orientation. LiveText may be purchased online at
https://c1.livetext.com or through the LMU Bookstore. LiveText Help is available on the Graduate
Office web page.
Library Resources
The Carnegie-Vincent Library provides access to many outstanding resources for students in Teacher
Education field, including tutorials, databases, and experienced reference librarians. Visit the library’s
website (library.lmunet.edu) for full details. There are many professional databases including: ERIC,
the Educational Resource Information Center, the premier database for education related journal
articles and documents containing over one million citations and links to more than 100,000
documents in full-text; ProQuest Education Journals database which contains access to 760 leading
journals of which over 600 are in full-text; ProQuest Dissertation & Theses Full Text: The
Humanities and Social Sciences Collection: A comprehensive collection of scholarly research in the
Humanities and Social Sciences, this database covers more than 1 million dissertations and theses;
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Mental Measurements Yearbook which contains descriptive information & critical reviews of
commercially-available standardized English-language educational, personality, aptitude,
neuropsychological, achievement & intelligence tests. Additionally, the library provides access to over
100 other databases and can obtain books and articles from libraries worldwide through Interlibrary
Loan.
IIX. University Policies:
Students With Disabilities Policy: As a rule, all students must read and comply with standards of
the LMU Student Handbook and LMU catalogue. Any student seeking assistance in accordance with the
Americans Disabilities Act (1990 as amended) should contact the ADA Coordinator, Dan Graves, with
regard to required documentation and in order to make appropriate arrangements. Contact information:
dan.graves@lmunet.edu and/or 423.869.6267 (800-325-0900 ext. 6267).
Counseling: LMU counselors are available to help current students with personal, career and
academic concerns that affect academic success and quality of life. The Director of Counseling, Jason
Kishpaugh, can be contacted at jason.kishpaugh@lmunet.edu and/or 423.869.6401 (800-325-0900 ext.
6401).
Discrimination, Scholastic Dishonesty, Cheating, and Plagiarism Policies can be found in the
student handbook:
LMU’s website: http://www.lmunet.edu/campuslife/handbooks.shtml.
Course Evaluations: In addition to meeting degree requirements specified in the graduate and
undergraduate catalogs, all students are required to complete University-administered course evaluations.
Outcomes Assessment Testing: Degree requirements include participating in all outcomes
assessment testing (e.g., general education assessment, major field tests, etc.) and activities when requested.
Students may be required to complete one or more questionnaires and to take one or more standardized
tests to determine general educational achievement as a prerequisite to graduation (see appropriate catalog
for additional information).
All Associate of Science – Nursing; Associate of Science – Veterinary Health Science; and
Associate of Science – Veterinary Medical Technology students must take the General Education
Proficiency Profile examination.
LMU’s Inclement Weather Policy can be found at the following link to LMU’s website:
http://www.lmunet.edu/curstudents/weather.shtml. Students should check their LMU email during
delays/closures to receive information from individual faculty regarding potential assignments and/or other
course information.
Unit Commitment to Diversity – The School of Education recognizes differences among groups
of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities,
language, religion, sexual orientation, and geographical area. The unit designs, implements, and evaluates
curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and
professional dispositions necessary to help all students learn. Assessments indicate that candidates can
demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include
working with diverse populations, including higher education and K-12 school faculty, candidates, and
students in K-12 schools.
IX. Mission Statements:
Lincoln Memorial University Mission Statement can be found at the following link to LMU’s
website: http://www.lmunet.edu/about/mission.shtml.
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Department Mission Statement:
The School of Education is dedicated to preparing professional educators of distinction who embody the
three core ideas of Lincoln Memorial University. We accomplish our mission through instilling the
core ideals of Values, Education and Service in candidates who:
 demonstrate the disposition of the education profession – Values
 articulate and live the knowledge base and understands of moral, social, and political dimensions
which will impact individual students, schools, districts, and communities for the enrichment of
society – Values
 demonstrate the teaching skills and learning strategies acquired through rigorous academic studies
and active engagement in real life classroom experiences while involved in field and internship
placements in partner P-12 schools – Education
 promote lifelong learning through continued professional development and scholarship –
Education
 assist in meeting the educational needs of an ever-increasing global society, especially the
underserved – Service
 articulate an understanding that all students can learn as well as demonstrate the disposition to
serve and teach diverse student populations – Service
I.
II.
III.
Program Mission Statement
Research - To provide a program that attracts high quality candidates and faculty and has
achieved recognition and positioning amongst those institutions and communities that others
acknowledged as leaders in conducting basic and applied research in education.
Teaching / Leadership - To offer our students life-changing and meaningful educational
experiences that help them develop insights and skills and nourish their passion for “doing
education well” through effective instructional practices and a well-articulated and aligned
curriculum.
Service, Dispositions, Values - To provide a program in which its faculty and candidates can
engage in action research projects, consulting, and field experiences targeted to serve local
education agencies, communities, businesses, not-for-profit centers, and other such entities.
X. Honors Contract Addendum Information (if applicable):
XI. Course Outline/Assignment/units of Instruction or Clinic Schedule:
a. Instructor will create and post these prior to the onset of the spring course
XII. [Each instructor may insert Miscellaneous course elements here, as desired – numbered in sequence]:
[OPTIONAL SECTION(s).]
XIII.
Important Dates in the Academic Calendar Fall/Spring 2016: [OPTIONAL SECTION]
Last Day to Add Classes
Martin Luther King Day (no classes)
Convocation (9:30 a.m.)
Last Day to Drop Course without “WD”
Last Day to Drop Course without “F”
Spring Break/Easter Holiday (no classes)
Last Day of Classes
Final Exams
XIV.
Student Community Engagement: A cornerstone of the University’s mission is service to humanity. As
part of the University’s Student Service Initiative, students receiving any form of institutional aid participate in
at least 10 hours of service learning per semester. Students are encouraged to network with one another in
classroom settings and with instructors and advisors for searching out and creating appropriate service learning
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projects related to their field of study. For more information visit:
http://www.lmunet.edu/campuslife/initiative/index.shtml or contact the Associate Dean of Students.
XV.
THE INSTRUCTOR RESERVES THE RIGHT TO REVISE, ALTER AND/OR AMEND THIS
SYLLABUS, AS NECESSARY. STUDENTS WILL BE NOTIFIED IN WRITING AND/OR BY EMAIL
OF ANY SUCH REVISIONS, ALTERATIONS AND/OR AMENDMENTS. [OPTIONAL
SECTION/LANGUAGE.]
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