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Higher Education Administration Program
HEA 540 Critical Issues in Higher Education
Summer Institute 2016
July 18 – 22, 2016 9a.m. – 5 p.m.
Instructor: Timothy R. Ecklund, Ph.D.
Email: timothy.ecklund@stonybrook.edu
Telephone: 631-632-7079
Available Monday – Friday 9:00 am – 5:00 pm, Eastern Standard Time and by appointment
WELCOME! I am pleased that you are a member of this class and look forward to what I hope will be an
excellent learning experience for us all. Please review this syllabus carefully since it contains important
information about course objectives, requirements, evaluation as well as your responsibilities. A current
list of detailed weekly activities, including links to supplemental readings, will be available in the
course’s Blackboard account.
Course Description: HEA540 is designed to acquaint students with critical/emerging issues in the field
of higher education, with a focus on administration. This course asks students to explore, examine and
discuss challenges and concerns facing the present and future of higher education. Using several
pedagogical techniques, students will be challenged to analyze different topics toward a constructively
critical perspective. This course is presented in a “think tank” format that will require students to share
their thoughts and reflect on their experience.
Objectives: Students who successfully complete this course will be able to articulate the prevailing
issues facing higher education. Students will also be able to effectively examine these issues with a
critical eye and think about the future of higher education in the U.S.
Goals and Learning Outcomes:
1. Students will explore emerging issues that relate to U.S. higher education environments and
administration as well as its expectations from students, parents, and society at large.
2. Students will engage in critically reflective discussion and writing to further their understanding of
current issues.
3. Students will reflect on their own viewpoints around current issues.
4. Students will practice shared learning to emulate the frequent committee and task force work format
that institutions often use to address issues.
5. Students will expand their understanding of contemporary issues in U.S. higher education and its
collective impact on underrepresented populations.
University Policy - Academic Honesty: Intellectual honesty is the cornerstone of all academic and
scholarly work. Therefore the University views any form of academic dishonesty as a serious matter and
requires all instructors to report every case of academic dishonesty to the SPD Committee on Academic
Standing, which keeps records of all cases. All work submitted or posted by students in this course must
be their own. Submission of writing or ideas which are not the original work of the student (and not
properly referenced) is considered plagiarism. Unintentional plagiarism is still plagiarism, so if you have
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any questions about the proper acknowledgement of sources, be sure to ask your instructor who can
advise you about various electronic tools available to assist you in self-screening your work.
For detailed information, refer to SPD’s “Policies and Procedures Governing Academic Dishonesty”
available at www.stonybrook.edu/spd/assets/pdf/dishonesty.pdf
University Policy - Disability Support Services: If you have a physical, psychological, medical, or learning
disability that may impact your course work, please contact Disability Support Services (631) 632-6748
or dss@stonybrook.edu or visit their website at Disability Support Services They will determine with you
what accommodations are necessary and appropriate. All information and documentation is
confidential.
On Campus Support
Students who require assistance during emergency evacuation are encouraged to discuss their needs
with their professors and Disability Support Services. For procedures and information go to the
following website: Evacuation Guide for People with Physical Disabilities
University Policy - Critical Incident Management: Stony Brook University expects students to respect
the rights, privileges, and property of other people. Faculty are required to report to the Office of
Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of
the learning environment, or inhibits students' ability to learn. Faculty in the HSC Schools and the
School of Medicine are required to follow their school-specific procedures.
University Policy - Course Content: Course material accessed from Blackboard, SB Connect, SB Capture
or a Stony Brook Course website is for the exclusive use of students who are currently enrolled in the
course. Content from these systems cannot be reused or distributed without written permission of the
instructor and/or the copyright holder. Duplication of materials protected by copyright, without
permission of the copyright holder is a violation of the Federal copyright law, as well as a violation of
Stony Brook's Academic Integrity and Student Conduct Codes.
http://www.stonybrook.edu/commcms/academic_integrity/index.html
University Policy - Email Communication: You are responsible for receiving and reading
any course-related or official University communications at your primary campus email
address (@stonybrook.edu or @stonybrookmedicine.edu).
Required Texts: Books can be purchased online from the campus book store
http://www.stonybrook.edu/provostliasn/bookstore/ and various retailers.
Arum, R. and Roksa, Josipa (2010). Academically Adrift: Limited Learning on College
Campuses. Chicago, IL: University of Chicago Press. ISBN 0226028569
Selingo, Jeffrey J. (2013). College Unbound: The Future of Higher Education and What
It Means for Students. Boston, MA/New York, NY: New Harvest Houghton Mifflin
Harcourt. ISBN1477800743
Steinberg, J., (2003) The Gatekeepers: Inside the Admissions Process of a Premier College Penguin,
2003. ISBN 0142003085
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College in the Crosshairs: An Administrative Perspective on Prevention of Gun Violence
Brandi Hephner LaBanc (Editor), Brian O. Hemphill (Editor), Kevin Kruger (Foreword), Cindi
Love (Foreword) 2015, Stylus Publishing
ISBN 978-1-62036-352-2
Pope, Reynolds and Mueller (2014). Creating Multicultural Change on Campus. Josey-Bass.
ISBN: 978-1-118-24233-9
Course Requirements/Grading:
Requirement
Points
Institute Participation
Written Paper Assignment 1
Written Paper Assignment 2
Written Paper Assignment 3
30
10
20
40
100 total points
The following grading scale (based on total points earned) will be used:
A
AB+
94-100
90-93
87-89
B
BC+
84-86
80-83
77-79
C
CF
74-76
70-73
69 and
below
Institute Participation (30 pts): Participation in the Summer Institute is the most critical
component of this course. It is expected that each student is actively involved in all aspects of
the curriculum and is prepared to fully participate in all discussions and activities. The
participation grading rubric is as follows:
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Participation
70%
80%
Communication of
ideas
Minimal organization,- Basic organization
purely anecdotal or
of ideas but with
exclamatory,
limited evidence
generalizations without
supporting evidence
Responsiveness
within class
community
Thoughtful
Interaction that
fosters engaged
discussion
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90%
100%
Organized
argument with
good supporting
evidence from
the readings
Well-organized,
persuasive
arguments with
ample & accurate,
supporting evidence
that furthers our
discussion
Sporadic interaction
with little reference to
others in the class
Discussion not
Discussion
entirely centered focuses mostly
on topic
on readings and
topic
Refers to others'
opinions and
questions as well as
readings in
discussion
Failed to comment in
class discussions and
no support when
challenging someone
else’s view
Responded to
classmates, but
provided little
support for your
viewpoint
Created strong
arguments
for/against positions
with ample support
material
Referred to
classmates
responses with
adequate
support
SPD adaptation from Online Discussion Protocols and Rubrics, Dabbagh, N. Copyright 2000-2003
Written Paper Assignments (70 pts): Graduate level work requires scholarly research and
evidence of critical thinking. It is critically important that you use double spacing and proper
referencing in all of your written assignments using APA style format http://www.apastyle.org/
. Please ensure assignments meet this requirement.
Assignment 1: (10 pts.) Book Review:
Write a 3-4 page paper that reviews one of the assigned required books. The review should
follow the standard review format including comments about the salient points made by the
author; the strengths of the book; the areas where the book misses the mark; and a
recommendation to future readers. No other outside sources or materials, other than the
primary text itself, should be consulted, researched, or used in crafting your book review. The
book report is due on or before July 1 and should be submitted via Blackboard.
Assignment 2: (20 pts.) 5 1-Page Reflection Papers: For each of the five days of the Institute,
students will complete a one page reflection paper that summarizes the activities of that day
and any special learning or insights that were derived. To receive credit, students must turn in a
paper for each day. Please let the instructor know if you need assistance with accessing a
computer to complete your evening reflection assignment.
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Assignment 3: (40 pts.)
After the Institute students will write a 10-12 page research paper that further explores one of
the daily topics. This paper is intended to expand your learning and internalization of the
material covered at the Institute. In the paper, you will need to explore the research available
on the topic; present that current status of the topic; and establish the historical underpinnings
of the topic. In the final section of the paper, students will use the available data and
understanding of the related research to develop trends for the future. This paper will be due
on or before Sunday, August 7, 2016 via Blackboard.
Institute Schedule:
Monday - Current issues overview. The day will start with a discussion/presentation by Kevin
Kruger President, NASPA (Skype). The afternoon will include a panel discussion with three
campus administrators.
Tuesday - Enrollment, Retention, Graduation. Paul Marthers, SUNY Associate Vice Chancellor
for Enrollment Management and Student Success will join for a day focusing on these important
topics.
Wednesday - Diversity and the current student movement. The 2016 SBU Leadership
Symposium presentation by Shaun Harper Shaun R. Harper, founder and Executive Director of
the Center for the Study of Race and Equity in Education at the University of Pennsylvania
will be the centerpiece.
Thursday - Violence on campus. The day will include a “table top” campus crisis exercise as well
as students working in groups to plan an A-Z response to a critical incident on campus.
Friday - The Future of Higher Education. We will spend the day with higher education experts
discussing the future directions and challenges.
*Syllabus is subject to change.