Your SlideShare is downloading. ×
Syllabus template edul 7073 special topics in higher education, summer 2011
Syllabus template edul 7073 special topics in higher education, summer 2011
Syllabus template edul 7073 special topics in higher education, summer 2011
Syllabus template edul 7073 special topics in higher education, summer 2011
Syllabus template edul 7073 special topics in higher education, summer 2011
Syllabus template edul 7073 special topics in higher education, summer 2011
Syllabus template edul 7073 special topics in higher education, summer 2011
Syllabus template edul 7073 special topics in higher education, summer 2011
Syllabus template edul 7073 special topics in higher education, summer 2011
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Syllabus template edul 7073 special topics in higher education, summer 2011

784

Published on

William Allan Kritsonis, PhD, Professor, PhD Program in Educational Leadership, PVAMU/Member of the Texas A&M University System

William Allan Kritsonis, PhD, Professor, PhD Program in Educational Leadership, PVAMU/Member of the Texas A&M University System

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
784
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
5
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. PVAMU<br />EDUL 7073 (P01) Special Topics in Higher EducationDepartment ofEducational Leadership & CounselingCollege ofWhitlowe R. Green College of EducationInstructor Name: William KritsonisOffice Location: Delco 233Office Phone:936-261-3530Fax: 936-261-3617Email Address:wakritsonis@pvamu.eduU.S. Postal Service Address:Prairie View A&M UniversityP.O. Box519Mail Stop2420Prairie View, TX 77446Office Hours: 1:00-5:00PM & 9:30-10:30 PM (F or before and after each class session)Virtual Office Hours: 8:00-10:30 PM (M-T) Course Location: Prairie View A&M University Campus Delco-Rm #243Class Meeting Days & Times: Friday 5:00-9:30 PMCatalog Description:EDUL 7073 Special Topics in Higher EducationThis course examines colleges and universities as organizations and provides an overview of the issues, principles, and practices associated with effective community college and university governance. The course assumes, identifies, and uses a body of scholarly knowledge and research appropriate for study and application to the profession of college/university administration. The interaction of theory and practice is an important theme (and challenge) of the coursePrerequisites:Admission to doctoral programCo-requisites:NoneSuggested Texts (Not Required)Material will be provided by the professor.House Bill 2504:Please Note: House Bill 2504 does allow students the choice not to purchase the class textbook(s). Student’s have the choice of using alternative methods to access textbook information (internet websites, books on reserved at the library, etc). Students are required and held accountability to complete all assignments as noted in the syllabus.Access to Learning Resources: PVAMU Library: phone: (936) 261-1500; web: http://www.tamu.edu/pvamu/library/ University Bookstore: phone: (936) 261-1990;web: https://www.bkstr.com/Home/10001-10734-1?demoKey=dCourse Goals or Overview:The goal of this course is to prepare and equip educational leaders with the ability to examine critical issues related to providing leadership in institutions of higher education. The primary goals of this course will be to provide candidates an understanding of: a) what is ahead for leaders in the community college and four year institutions b) the vision, mission, values and strategic directions for colleges and universities, c) the role of the leader in internal and external relations and establishing mechanisms; and d) establishing a culture for excellence. The course objectives are:1. To examine leadership and management concepts and practices in community college education.2. To study, analyze and suggest the organization and structure of colleges required for the 21st century.3. To provide a framework that will allow an understanding of the organization, functional issues, implementation strategies, and how they might be carried out.4. To encourage the enhancement and development of a personal perspective/managerial philosophy relating to the facets of governance and decision making in the community college.5. To develop models for managing change and ensuring quality.6. To review current literature and to conduct applied research.<br />Course Outcomes/Objectives <br />The objectives of this course are to: <br /> 1. Prepare educational leaders as problem solvers, critical thinkers, and decision makers.<br /> 2. Prepare educational leaders who use multiple methods and implement context-appropriate<br /> strategies that capitalize on the diversity of the school community to improve school programs<br /> and culture. (ELCC 2.1)<br />Prepare educational leaders to apply principles of effective instruction to improve instructional practices and curricular materials. (ELCC 2.2a)<br />Prepare educational leaders to make recommendations regarding the design, implementation, <br />and evaluation of a curriculum that fully accommodates learners’ diverse needs. (ELCC 2.2b)<br /> 5. Prepare school leaders in the ability to use and promote technology and information systems to enrich curriculum and instruction. (ELCC 2.2c)<br />Prepare school leaders to assist personnel in understanding and applying best practices for<br />student learning. (ELCC 2.3a)<br />Prepare school leaders to apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process. (ELCC 2.3b)<br />Prepare school leaders to respect the rights of others with regard to confidentiality and dignity and engage in honest interactions. (ELCC 5.1)<br />Prepare school leaders with the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others. (ELLC 5.2)<br />Prepare educational leaders to make and explain decisions based upon ethical and legal principles. (ELCC 5.3)<br />Accrediting Body: (ELCC/NCATE) Standards Met: (ELCC Standards 2.1, 2.2a, 2.2b, 2.2c, 2.3a, <br /> 2.3b, 5.1, 5.2, & 5.3)<br />E-FOLD-P (CONCEPTUAL FRAMEWORK)<br />Educator as Facilitator of Learning for Diverse Populations<br />5.0 To prepare beginning administrators as problem solvers, critical thinkers and decision makers.<br />6.0 To prepare beginning administrators as facilitators of teacher and student growth and development through understanding of leadership dimensions.<br />7.0 To provide beginning administrators with an awareness of human diversity, a knowledge of the importance and skills needed for effective community and parental involvement.<br />8.0 To prepare beginning administrators to be reflect and continual learners with knowledge and value of self-appraisal techniques and goal setting for a strong personal commitment.<br />Alignment with NCATEAlignment with Academic ProgramAlignment with Core Curriculum1.2.The students will be able to have the ability to promote the success of all students by promoting a positive culture, providing an effective instructional program, apply best practice to student learning, and designing comprehensive professional growth plans for staff: NCATE Standard 2Be able to have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal and cultural context. NCATE Standard 5:Outcome 1: Candidates will become scholar-practitioners or practitioner-scholars who can develop, support, and/or influence the accomplishment of visions, missions, goals and objectives at the organizational, district and/or college levels.Outcome 1: Candidates will become scholar-practitioners or practitioner-scholars who can develop, support, and/or influence the accomplishment of visions, missions, goals and objectives at the organizational, district and/or system levels.<br />Course Requirements & Evaluation MethodsThis course will utilize the following instruments to determine student grades and proficiency of the learning outcomes for the course. Exercises – written assignments designed to supplement and reinforce course material (20 points deduction for each late assignment)Exams – written tests designed to measure knowledge of presented course material Class Participation – Class participation/discussion/attendanceGrading Matrix InstrumentValue (points or percentages)TotalExercise (Due 4th class session)Paper on Contributions to Higher Education 50Exercise (Due 7th class session)Paper on Contributions to Higher Education by Texas A&M University CEOs 50Exercise (Due 8th & 9th class sessions)Presentation of Contributions to Higher Education (Both papers will be presented) 50Final Exam 100Class Participation/Discussion5 pts. X 10 class sessions 50Total: 300Grade Determination:A = 271-300 ptsB = 241-270 ptsC = 211-240 ptsD = 181-210 pts F = 180 pts and belowPapersResearch for papers must come from scholarly sources. Please include interesting, current, and relevant information relating to higher education. Papers must contain an introductory paragraph, contributions, and conclusion/summary of paper. Each paper must be six to eight pages in length, plus a title and reference page (three to five references). Papers must be formatted according to the APA manual (6th ed.). Check for correct organization, grammar, spelling, proper headings, and clarity. Plagiarism will not be tolerated and result in a failing grade. Evaluation of PapersA (46-50 pts) - The paper has a clear beginning, middle, and an end. This is clearly original, superior work product with no spelling or grammatical errors. The information is compelling and supported. The paper has a conclusion that is supported by the evidence. The paper is formatted according to APA guidelines. B (41-45 pts) - The paper has most of the requirements to receive an “A”, but falls short in one or more areas. Spelling and grammatical errors, no matter how minor, usually result in the grade of a “B” even if all other indices have been met. There are few mistakes relative to APA formatting.C (36-40 pts) - The paper fails to meet one or more of the above requirements and contains many spelling, grammatical or syntactical errors. The information is not clear or not supportable. The paper is a superficial treatment and not very original. The paper contains many mistakes relative to APA formatting.D (31-35 pts) - The paper is unacceptable. The information shows no real understanding of the premises. The connections are not clear. The paper is not formatted according to APA guidelines.F (30 pts and below) - The paper is unacceptable. In addition to the above errors, there are many spelling, grammatical or syntactical errors in this paper. The paper is not formatted according to APA guidelines.Power Point PresentationThe power point presentation will cover both papers written by the student. Creativity is encouraged. Students must provide handouts for class members. Please proof slides for grammar, spelling, punctuation, capitalization, and clarity. Content must be properly cited according to APA format.Evaluation of Power Point PresentationA (46-50 pts) – The content shows an understanding of the material as topic is covered thoroughly. Information is accurate and current. Slides are very creative and easy to read. Font size varies appropriately for headingsand text. Use of italics, bold, indentation, and color of backgrounds enhances readability. All sources are properly cited. There are no errors in grammar, punctuation, spelling, and capitalization.B (41-45 pts) - The content is written with a logical progression of ideas. The audience has a clear sense of the main idea. Slides are very creative and easy to read. The presentation does not include any unnecessary graphics. Most sources are properly cited. There is little or no editing required.C (36-40 pts) – Additional content is needed to convey the main idea. In a few places, the use of fonts, italics, bold,indentation, color, or busy backgrounds distracts the reader. There are missing citations, but those that are present are properly cited. There are three to five errors in grammar, punctuation, spelling, and capitalization.D (31-35 pts) – Content is vague and does not create a strong sense of purpose. Overall readability is difficult with lengthy paragraphs, too many different fonts, and dark or busy backgrounds. The content is missing many citations. Errors in grammar, punctuation, spelling, and capitalization distract or prevent readability. F (30 pts and below) – Content lacks a clear point of view and logical sequence of information. Text is extremelydifficult to read as font size is small. Inappropriate contrasting colors, poor use of headings, indentations, or boldformatting contributes to poor readability. Sources are not cited and there is no way to check for validity of information. Errors in grammar, punctuation, spelling, and capitalization repeatedly distract the reader and majorediting and revision is required. True OutcomesTrue Outcomes was a tool used by the University for Assessment Purposes. Currently, PVAMU is transitioning from it to another assessment tool for students. The new assessment tool and artifacts will be announced during the course of the semester. eCoursesPVAMU is moving to a new course management system (CMS) for online and web-assisted courses. Starting in the 2008 Fall semester, WebCT will be replaced by eCourses-an upgraded version of WebCT 4.1 with improved capabilities and better integration with the new Banner Student Information System.Course ProceduresSubmission of Assignments for Dr. Kritsonis (Face to Face Class)There will be a 20 point deduction for late submissions. Please submit hard copies and a CD of each assignment. Formatting Documents:Microsoft Word is the standard word processing tool used at PVAMU. If you’re using other word processors, be sure to use the “save as” tool and save the document in either the Microsoft Word, Rich-Text, or plain text format.Exam PolicyExams should be taken as scheduled. No makeup examinations will be allowed except under documented emergencies (See Student Handbook). <br />Professional Organizations and Journals<br />American Association for School Administrators American Journal of EducationAmerican School Board JournalEducation Administration AbstractsEducational Administration QuarterlyEducational LeadershipEducational ResearcherEducation WeekHarvard Educational ReviewJournal of Educational Administration Journal of Educational Research NASSP BulletinNational Association of Elementary School PrincipalsNational Association of Secondary School PrincipalsNational Association of Secondary Principals Bulletin National FORUM Journals (www.nationalforum.com)PrincipalPhi Delta KappanQualitative InquiryReview of Educational ResearchTASSP News HighlightsTEPSA JournalTexas Association of Secondary School PrincipalsTexas Elementary Principals and Supervisors AssociationTexas StudyThe Executive EducatorThe Harvard Business ReviewThe School AdministratorTheory Into PracticeToday’s EducationUrban Education and SocietyReferencesAmerican Association for School Administrators (http://www.aasa.org/aboutcontent.cfm?ItemNumber=215) American Psychological Association (2009). Publication manual of the APA (6th ed.). Washington DC: AuthorEducational Leadership Constituents Council (ELCC) Standards (http://www.npbea.org/ELCCStandards%20_5-02.pdf)Interstate School Leaders Licensure Consortium (ISLLC) Standards (www.ccsso.org/projects/education_leadership_initiatives/ISLLC_standards/)National Council for the Accreditation of Teacher Education (NCATE) (www.ncate.org/public/standards.asp)CLASS/WEEK CALENDAR<br />Ist Class: Topic: Discuss syllabus and assignments<br /> Organization and Structure of Colleges<br /> Assignment: Begin researching higher education articles <br />2nd Class: Topic: A Professional Approach to Promotion and Tenure <br /> Group Discussions on Vignette relative to Promotion and Tenure Decision-Making <br /> Assignment: Continue work on Contributions to Higher Education paper<br />3rd Class: Topic: The Components and Activities of the Professorate <br /> Addressing Student Needs <br /> Assignment: Continue work on Contributions to Higher Education paper<br /> <br />4th Class: Topic: Tenure <br /> Group Discussions on Vignette relative to Evaluation Matrix for Tenure and Promotion <br /> Assignment: Contributions to Higher Education paper is due. Begin work on the Contributions to Higher Education by Texas A&M University CEOs paper.<br /> <br />5th Class: Topic: Merit Pay <br /> Assignment: Continue work on the Contributions to Higher Education by Texas A&M University CEOs paper.<br /> <br />6th Class: Topic: Faculty Workload: Teaching, Office Hours, Research, and Service <br /> Publish or Perish<br /> Discussion of the articles, “Publish or Perish”: What Counts as “Other”, How Deans of Colleges of Education View Service: The Tenure and Promotion Process, and In the Teacher/Service/Scholar Model: What is Valued as “Teaching” in the Promotion and<br /> Tenure Process? <br /> <br /> Assignment: Continue work on the Contributions to Higher Education by Texas A&M University<br /> CEOs paper and begin working on presentation.<br /> <br />7th Class: Topic: Community College vs. University Setting: Leadership, Management, and Structure<br /> Assignment: The Contributions to Higher Education by Texas A&M University CEOs paper is due. Continue work on presentations.<br /> <br />8th Class: Topic: Student Presentations <br /> Assignment: Begin studying for final exam<br />9th Class: Topic: Student Presentations<br /> Assignment: Study for Final Exam<br />10th Class: Topic: Final Exam<br /> Assignment: <br />University Rules and Procedures<br /> <br />Disability statement (See Student Handbook): <br />Students with disabilities, including learning disabilities, who wish to request accommodations in class should register with the Services for Students with Disabilities (SSD) early in the semester so that appropriate arrangements may be made. In accordance with federal laws, a student requesting special accommodations must provide documentation of their disability to the SSD coordinator. <br />Academic misconduct (See Student Handbook): <br />You are expected to practice academic honesty in every aspect of this course and all other courses. Make sure you are familiar with your Student Handbook, especially the section on academic misconduct. Students who engage in academic misconduct are subject to university disciplinary procedures. <br />Forms of academic dishonesty: <br />Cheating: deception in which a student misrepresents that he/she has mastered information on an academic exercise that he/she has not mastered; giving or receiving aid unauthorized by the instructor on assignments or examinations. <br />Academic misconduct: tampering with grades or taking part in obtaining or distributing any part of a scheduled test. <br />Fabrication: use of invented information or falsified research. <br />Plagiarism: unacknowledged quotation and/or paraphrase of someone else’s words, ideas, or data as one’s own in work submitted for credit. Failure to identify information or essays from the Internet and submitting them as one’s own work also constitutes plagiarism. <br />Nonacademic misconduct (See Student Handbook)<br />The university respects the rights of instructors to teach and students to learn. Maintenance of these rights requires campus conditions that do not impede their exercise. Campus behavior that interferes with either (1) the instructor’s ability to conduct the class, (2) the inability of other students to profit from the instructional program, or (3) campus behavior that interferes with the rights of others will not be tolerated. An individual engaging in such disruptive behavior may be subject to disciplinary action. Such incidents will be adjudicated by the Dean of Students under nonacademic procedures. <br /> <br />Sexual misconduct (See Student Handbook): <br />Sexual harassment of students and employers at Prairie View A&M University is unacceptable and will not be tolerated. Any member of the university community violating this policy will be subject to disciplinary action. <br />Attendance Policy: <br />Prairie View A&M University requires regular class attendance. Excessive absences will result in lowered grades. Excessive absenteeism, whether excused or unexcused, may result in a student’s course grade being reduced or in assignment of a grade of “F”. Absences are accumulated beginning with the first day of class.<br />Student Academic Appeals Process<br />Authority and responsibility for assigning grades to students rests with the faculty. However, in those instances where students believe that miscommunication, errors, or unfairness of any kind may have adversely affected the instructor's assessment of their academic performance, the student has a right to appeal by the procedure listed in the Undergraduate Catalog and by doing so within thirty days of receiving the grade or experiencing any other problematic academic event that prompted the complaint. <br />Two “C” Rule<br />Please Note: Continual matriculation at PVAMU requires that no more than two C’s shall be earned in a graduate degree program. Any grade earned below a C means automatic dismissal from the graduate program. <br />NOTE: No grade of “C” or below will be accepted toward certification.<br />TExES Practice Materials and Exams<br />The Whitlowe R. Green College of Education has purchased TExES practice materials and exams for students seeking State Certification.  These materials and exams are located in the Educator Preparation Lab on the third floor (room 332) in Delco.  The lab will be open until 9:00 pm Monday through Thursday and on Saturday for a few hours.  Students are strongly encouraged to visit the lab to review materials and take the practice exams to increase their success on the TExES.<br />Technical Considerations for Online and Web-Assist Courses<br />Minimum Hardware and Software Requirements:<br />       -Pentium with Windows XP or PowerMac with OS 9<br />       -56K modem or network access<br />       -Internet provider with SLIP or PPP<br />       -8X or greater CD-ROM<br />       -64MB RAM<br />       -Hard drive with 40MB available space<br />       -15” monitor, 800x600, color or 16 bit<br />       -Sound card w/speakers<br />       -Microphone and recording software<br />       -Keyboard & mouse<br />       -Netscape Communicator ver. 4.61 or Microsoft Internet Explorer ver. 5.0 /plug-ins<br />       -Participants should have a basic proficiency of the following computer skills: <br />·Sending and receiving email <br />·A working knowledge of the Internet <br />·Proficiency in Microsoft Word <br />·Proficiency in the Acrobat PDF Reader <br />·Basic knowledge of Windows or Mac O.S.<br />Netiquette (online etiquette): Students are expected to participate in all discussions and virtual classroom chats when directed to do so.  Students are to be respectful and courteous to others in the discussions.  Foul or abusive language will not be tolerated.  When referring to information from books, websites or articles, please use APA standards to reference sources.<br />Technical Support: Students should call the Prairie View A&M University Helpdesk at 936-261-2525 for technical issues with accessing your online course. The helpdesk is available 24 hours a day/7 days a week. For other technical questions regarding your online course, call the Office of Distance Learning at 936-261-3290 or 936-261-3282<br />Communication Expectations and Standards: <br />All emails will receive a response from the instructor within 48 hours. <br />You can send email anytime that is convenient to you, but I check my email messages continuously during the day throughout the work-week (Monday through Friday). I will respond to email messages during the work-week by the close of business (5:00 pm) on the day following my receipt of them. Emails that I receive on Friday will be responded to by the close of business on the following Monday.<br />Submission of Assignments:<br />Assignments, Papers, Exercises, and Projects will distributed and submitted in class and e-course. Directions for accessing e-course will be provided. Additional assistance can be obtained from the Office of Distance Learning.<br />Discussion Requirement:<br />We will participate in conversations about the readings, lectures, materials, and other aspects of the course by use of the discussion board, if required. <br />Students are required to log-on to e-course often to participate in discussion. It is strongly advised that you check the discussion area daily to keep abreast of discussions. When a topic is posted, everyone is required to participate. The exact use of discussion will be determined by the instructor.<br /><ul><li>NOTICE OF EQUAL OPPORTUNITY</li></ul>Prairie View A&M University does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities.  The following person(s) has been designated to handle inquiries regarding the non-discrimination policies:<br />Name:Renee R. Williams<br />Title:Equal Opportunity Compliance Officer/Title IX Coordinator<br />Institution:Prairie View A&M University<br />Office of Student Affairs & Institutional Relations<br />Address:P.O. Box 519: MS 1107<br />A.I. Thomas Building, St 013<br />Prairie View, Texas 77446<br />Telephone:  936-261-2123<br />Fax:  936-261-2138<br />Email:  rrwilliams@pvamu.edu<br />Individuals requesting a disability accommodation should contact:<br />Name:Dr. Kay Norman<br />Title:Administrator for Diagnostic Testing and Disability Services<br />Institution:Prairie View A&M University<br />Email:kfnorman@pvamu.edu<br />

×