ELPS 601 SYLLABUS
CONCEPTUAL FRAMEWORK: The faculty of the Michael D. Eisner College of Education, regionally focused and nationally recognized, is committed to Excellence through Innovation. We believe excellence includes the acquisition of professional knowledge, skills, and dispositions and is demonstrated by the growth and renewal of ethical and caring professionals - faculty, staff, candidates - and those they serve. Innovation occurs through collaborative partnerships among communities of diverse learners who engage in creative and reflective thinking. To this end we continually strive to achieve the following competencies and values that form the foundation of the Conceptual Framework. We value: a) academic excellence in the acquisition of professional knowledge and skills; b) the use of evidence for the purposes of monitoring candidate growth, determining the impact of our programs, and informing ongoing program and unit renewal. To this end we foster a culture of evidence; c) ethical practice and what it means to become ethical and caring professionals; d) collaborative partnerships within the College of Education as well as across disciplines with other CSUN faculty, P-12 faculty, and other members of regional and national educational and service communities; e) diversity in styles of practice and are united in a dedication to acknowledging, learning about, and addressing the varied strengths, interests, and needs of communities of diverse learners; and f) creative and reflective thinking and practice.
ELPS Department Mission Statement: Our mission is to prepare and inspire educational leaders to maximize student learning and access, link theory to best practice, support collaborative partnerships, and promote culturally responsive leadership in a diverse environment.
CATALOG DESCRIPTION: Tseminar in the nature, scope and function of higher educaiton in the U.S.. Emphasis is given to contemporary issues and problems.
CSUN PROGRAMS AND POLICIES
ACADEMIC HONESTY POLICY: Academic Honesty Policy: Plagiarism is intentionally or knowingly representing the words, ideas or work of another as one's own in any academic exercise. You must cite the source (Author, date) not only when you quote an author directly (within " ") but when you borrow their opinion or interpretation for your work, or when you summarize their main ideas in your own words. Plagiarism (including having others do your work for you) is grounds for failing the course and can lead to you being expelled or suspended from CSUN (see Section 41301, Title 5, California Code of regulations).
CSUN COMMUNICATION: CSUN sends all official communications by e-mail, including registration information. Check your CSUN e-mail with any Web browser, go to www.csun.edu/webmail. Enter your CSUN User ID and Password. To forward your CSUN e-mail to a preferred address, go to www.csun.edu/account, log in and select Mail forwarding. To remain informed, it is in your best interest to continue to check your CSUN e-mail account throughout the semester.
Writing Issues: Problems with writing can lower your grade if ideas are not conveyed clearly with correct writing mechanics. Students who have difficulty with written academic English should: 1) seek guidance from the professor during office hours and 2) seek writing tutoring from the CSUN Writing Center, 818/677-2033 or at www.csun.edu/lrc/writing/wcconference.php
Disabilities: If you know you have or think you might have a disability that could affect how you do in this class, please contact Students with Disabilities Resources (677-2684, Student Services Bldg. 110) for free, confidential help and information. You are welcome to share this information with me, if you wish; the sooner in the semester you let me know, the better I can help you with accommodations.
Recommended Resources
ELPS Department - APA GUIDE:
http://library.csun.edu/Research_Assistance/apacitationguide.pdf
COURSE GOALS: This seminar is structured to engage students in meaningful exploration of the continued evolution of American higher education and the major controversies that will shape the future of these institutions. Course objectives / student learning outcomes include:
increased knowledge of the history and evolution of American higher education
acquire knowledge of the legal framework and organizational structures of higher education, including federal, state, and local structures
gain understanding about the governance and financing of higher education
gain an understanding of the different sectors of higher education, their mission, student clientele, and curriculum
gain understanding of the forces shaping higher education today
gain overview of current federal and state legislation and court decisions affecting higher education
gain understanding of what it means to be a market-driven institution and why this is iso important today
describe the organization and structure of the typical higher education institution
develop critical thinking skills related to the forces, issues and current and emerging trends impacting higher education
identify a personal area of interest in higher education for future advanced study and professional development.
Students who do accomplished or exemplary work:
1) Attend class regularly and on time
2) Come to class prepared, having done readings and assignments on time. THERE IS NO excuse for you not to do the readings
3) Participate thoughtfully and regularly in class
4) Show clear understanding of topics and critical engagement in written and oral work
5) Write clearly using correct writing mechanics and good organization/logical flow respond to instructor feedback on assignments
Laptops: Use of laptops interferes with your active participation. I respectfully request that you not use a laptop in class because of the powerful potential for distraction and potential for abuse. Please also turn off all cell phones before class.
REQUIRED TEXT
Altbach, Phlip, Patricia Gumport, Robert Berdahl. (2011). American Higher Education in the Twenty-First Century: Social, Political, and Economic Challenges
Douglass, John Aubrey; C. Judson King and Irwin Feller. (2009). Globalization's Muse: Universities and Higher Education Systems in a Changing World
ELPS 601 Readings on class Home-Page: http://www.csun.edu/~hcedu043/welcome.htm
Higher Education Websites
Associations, Commissions and Foundations:
www.aacc.nche.edu (American Assoc. of Community Colleges)
www.aahea.org/index.htm (American Association for Higher Education and Accreditation)
www.acct.org (Amer. Assoc. of Community College Trustees)
www.acenet.edu (Amer. Council on Education)
www.collegeboard.com
www.sacscoc.org/ (Southern Assoc. of Colleges and Schools)
www.carnegiefoundation.org/classification/index.htm
www.aihec.org/ (Amer. Indian Higher Education Commission)
www.nces.ed.gov (Nat'l Center for Education Statistics)
www.tc.columbia.edu/ccrc ( Community College Research Center)
www.msche.org/ (Middle States Commission on Higher Education)
www.ed.gov (U.S. Dep't of Education)
www.bls.gov (U.S. Bureau of Labor Statistics)
www.mhec.org/ (Midwestern Higher Education Commission)
www.accesseric.org (ERIC: Educational Research Information Center)
www.nacubo.org (Nat'l Assoc. of College and Univ. Business Officers)
INK"http://www.ccbo"www.ccbo (Community College Business Officers)
www.highereducation.org (Nat'l Center for Public Policy & Higher Ed)
www.achievingthedream.org
www.ccsse.org (data site/student achievement)
www.luminafoundation.org
www.ecs.org/html/educationIssues/Governance/GovPSDB_intro.asp (Education Commission of the States)
I Aug. 29 Introduction a) What is purpose of Higher Ed; b) Education as Transmitter of Culture
II Sept. 5 NO CLASS: ROSH HASHANAH Moodle: Carnegie Foundation Classifications
Moodle: International Standard Classification
III Sept. 12 History: a) Classifications-ISCED & Carnegie; b) University Ranking; c) California Master Plan; d) Morrill, Landgrants; e) Historically Black Universities Douglass: Intro
Altbach: Ch. 1: Ch. 2
Home-Page: Rhodes Douglass: Ch 3
Moodle: Coming Tsunami 1st Moodle Posting Due
IV Sept. 19 Structures and Admission public/private/ for-profit
SPEAKER # 1: Patricia Lord: Director, Admissions & Records, CSUN Altbach: Introduction; Ch. 5
Douglass: Ch 1; Ch 2
Home-Page: Lederman - for-profit Altbach: Ch 6 (State)
V Sept. 26 Stakeholders a) Internal: Trustees, CEO, Faculty; b) External (global, national, state, foundations)
Roundtable # 1: Purpose of CSU Higher Education Altbach:; Ch 8 (external); Ch 9 (faculty)
Home-Page: Cummings
Moodle: Parry, Field & Supiano (Gates) Moodle: Watch Martha Kantor Roundtable # 1
VI Oct. 3 Access: Allocation Theory vs. Open Access a) massification; b) philosophy vs. economics; c) affirmative action; d) undocumented student access
Douglass: Ch 8 (US advantage)
Home-Page: Gelber
Moodle: Garcia & Tierney
Moodle: Lay
Moodle: Mullin Moodle: Watch: Tale of 2 Schools
Moodle Watch: Kozol: Education in America
VII Oct. 10 Accreditation & SLOs (Student Learning Objectives) a) accountability; b) measuring success
SPEAKER # 2 : Bettina J. Huber Director, Institutional Research, Academic Resources and Planning. "How to Use Data" Altbach: Ch 3 (control); Ch 4 (academic freedom)
Home-Page: Field; Zemsky; Spelling Commission 5 years
Moodle: Hart
Moodle:
Spelling Commission Report on HE
VIII Oct. 17 Finance a) Finance Issues (college level); b) Finance Issues (student tuition/student financial literacy); c) Entrepreneurship;
SPEAKER # 3: Brian G. Thiele, Manager, Student Financial Services, CSU, Dominguez Hills. Lead Faculty, University of Phoenix, College of Humanities and Sciences, Southern California Campus Douglass: Ch 4 (market-driven); Ch 5 (Australia); Ch 14 (tech);
Altbach: Ch 12 (Finance)
Moodle: Immerwehr, etc. "Introduction" & "Afterward" Douglass: Ch 6; Ch 7 Altbach: Ch 11
Delta Cost Project
IX Oct. 24 Access: Influences of Race, Ethnicity, Gender and Social Class a) who gets in; b) what is taught; c) non-traditional designations; d) Dream Act; e) Profile of Leaders (age, race, gender); Altbach: Ch. 10 (students); Ch. 17 (diversity)
Home-Page: Bloom; Rodriquez
Moodle: Myers et. al; (Leadership in Ivy)
Moodle: Patton (Still White at Top: Ivy)
Moodle: Gose (Diversity Offices)
Douglass: Ch. 9 (Sweden)
Moodle: Overwhelming Barriers
Homepage: Chang and Au
X Oct. 31 Globalization & Workforce Preparation a) branch campuses; b) virtual university; c) workforce & economic development Douglass: Ch 15 (CA tech); Ch 16 (Taiwan tech
Altbach: Ch 13 (digital)
Moodle: Frost and Raby
Moodle: Dessoff Moodle: BCCIHE
Roundtable # 2:
Roundtable # 2: Cut $ 5 million from your college budget for 2014-2015
NOTE: WHERE will the cuts will come from - can't say - my focus is College of Education - so I cut Humanities!
Students: ½ represent undergraduate voice and ½ represent graduate voice
Faculty & Administration: Choose 3 areas upon which to make your analysis: Arts; Media Communication; Economics; Education; Engineering and Computer Science; Health and Human Development; Humanities; Science and Mathematics; Social and Behavioral Sciences; Tseng College
XI Nov. 7 Persistence vs. Completion a) Achieve the Dream; b) College Ready; c) transition/transfer; d) student services & residential life Douglass: Ch. 10 (Germany): Ch 11 (China/India)
Home-Page: Goldrick-Rab
Home-Page: Sabin
Moodle: Student Success Taskforce
Moodle: UCLA Civil Rights Project
Moodle: Education For All
XII Nov. 14 International Education: a) international students, b) study abroad, c) internationalizing curriculum
SPEAKER # 4: LeoVanCleave, Director, California State Universities, International Education, Chancellor's Office Moodle: Watch: Breaking Barriers
Moodle: Valeau and Raby
Moodle: Hudzick
Open Doors Economic Impact Moodle: AACC/ACCT Joint Statement
Board of Governors/ Trustees Meeting Report DUE
XIII Nov. 21 NO CLASS - CCLC CONFERENCE
Identify the mission of a community college and focus on who benefits. Share example on MOODLE Douglass: Ch. 13 (New Asia); Ch 18 (Germany elite)
Altbach: Ch 15 (curriculum) Required Moodle Posting
XIV Nov. 28 NO CLASS - THANKSGIVING
XV Dec. 5 Class Presentations
XVI Dec. 12 Class Presentations Position Paper DUE
