Degree Handbook. Doctor of Education in Higher Education Leadership. Revised 08/12

Transcription

1 Degree Handbook Doctor of Education in Higher Education Leadership Revised 08/12

2 2 Doctorate of Education in Higher Education Leadership Table of Contents School of Education Mission 3 History of the Ed.D. 4 Conceptual Framework 4 Program Themes 5 Sequence of Courses (Fall start) 8 Course Descriptions 9 Key Program Component Descriptors 24 Reflective Learning/Process Portfolio 24 Internship Experience 24 Capstone Research Project 25 General Program Policies 25 Admission Requirements 25 Deferral and Denial 26 Retention Policies 26 Assigning a DG delayed grade 26 Advising 26 Transfer Credit 26 University Information 27 Identification Cards/Parking Permits 27 Textbooks 27 Accounts 27 Financial Aid and Scholarships 27 Library Facilities 27 Services for Students with Disabilities 28 Requests for Transcripts 28 Career Education Office 28 Graduation/Commencement 28 Convocation Hooding Ceremony 29 Rights and Privileges 29 Academic Integrity 29 Maryville Contact Information 30

3 Welcome to Maryville University s Doctor of Education: Higher Education Leadership Program! 3 This handbook is designed to provide candidates with a guide to our program, policies, and procedures for the Ed.D. at Maryville University. We hope that it will also provide background for the guiding principles of the University and the School of Education, the history and structure of the program, and the degree requirements. If reading the handbook raises questions, please feel free to contact Graduate Faculty in the Higher Education Program: Dr. Tammy Gocial, and Dr. Denise Pearl, Mission and Moral Purposes of the School of Education The mission of the School of Education at Maryville University is to prepare socially responsible critical thinkers who are collaborative and reflective educators committed to the moral endeavor of schooling in a democracy. The moral purposes of schooling, derived from the National Network for Educational Renewal, provide the foundation for School of Education programs. We believe teachers have responsibility for: a. Stewardship of the school work at honing their own leadership skills and seek ways to share their knowledge with others as well as collaborate with others in practices that serve the school, its students and the larger community. b. Pedagogical nurturing nurture their own pedagogical skills so that each student develops to her/his highest potential within a caring and challenging learning community. c. Access to knowledge provide equitable access to knowledge for ALL students based on developing understanding of the unique strengths and needs of students within the context of culture. d. Enculturation into a social and political democracy model behaviors and create opportunities that help students learn and practice caring, fairness, tolerance, and responsibility.

4 4 **The mission for the School of Education pertains to educators and leaders at all institutional levels including higher education** As learners in the School of Education, we seek out perspectives and skills that enhance our experience, understanding and appreciation of diversity in individuals, curricula, and practice. The School of Education is committed to working with school and community partners to further academic opportunities and the exploration of leadership within higher education. Revised April 2010 History of the Ed. D. at Maryville University As early as the fall of 2003, graduates of the Master of Arts in Education/Educational Leadership at Maryville University began asking us to consider an advanced certification or degree studies program that would allow them to obtain advanced leadership certification in the state of Missouri. We discussed options ranging from creating additional coursework for advanced certification to offering the Educational Specialist Degree. Somewhere along that journey of exploration, we decided that the candidates would be best served by being able to obtain full certification as a superintendent and to earn the Doctor of Education degree. Once we decided upon the destination, we began to create the roadmap. During the academic year, we researched similar programs in comparable universities. We conducted focus group discussions with graduates of our program to gain their insights into what they were looking for in a program, and with area superintendents to gain their insights regarding the key elements the program should contain. To overcome regional bias, superintendents and educational leadership professors in several states in different parts of the country were also contacted and consulted for ideas. In the summer and fall of 2004, we developed the degree requirements, course descriptions, and sample assignments. We submitted the complete package requesting program accreditation to the North Central Association of Colleges and Universities in November Once unconditionally approved by the North Central Association in the spring of 2005, we submitted similar accreditation materials to the Missouri Department of Elementary and Secondary Schools. With that approval, we were ready to offer a fully accredited, NCATE institution, Ed.D. program. The first cohort began the program in fall In 2010, Maryville began to consider how to extend the philosophy of our K-12 Ed.D. program to encompass the educational needs of current and aspiring leaders within the higher education environment. By January 2011, the framework for a higher education track was approved with implementation scheduled for August of that year. The Ed.D. in Higher Education Leadership is a 2 ½ year doctoral program for professionals in school, university, or other related settings who want to build their skills in college and university leadership, administration, and teaching. Our goal is to allow students to develop the expertise to effectively lead in higher education, understand the dynamics affecting college students, and lead positive organizational change around critical higher education issues.

5 Conceptual Framework 5 Underpinning every aspect of the program is the commitment to providing a practical, hands-on, live work experience thoroughly grounded in a sound theoretical base. We are also firmly committed to viewing educational leadership as a unique, but not isolated, dimension of the greater body of leadership studies. We will include elements of business, political, and social leadership throughout the program. In addition to the work of John Goodlad and the National Network of Educational Renewal with the emphasis on providing leadership in a democratic society, a number of other important voices and ideas informed our program development. Among them are: Michael Fullan issues a loud and important call for moral leadership. There is a strong theme of ethics and moral principles imbued across the program. The work of Roland Barth equally influenced that theme. Leadership begins with self-knowledge. Marcus Buckingham and Donald Clifton s work along with that of The Ventures for Excellence Corporation and the National Association of Secondary School Principals frame the candidate s initial leadership self-assessment. These influences help shape the emerging Professional Leadership Growth Plan that every candidate will develop and complete. Today s educational leaders must be data and assessment savvy. The work of Victoria Bernhardt, Michael Schmoker, and Doug Reeves were our beacons in this critical area. The informed and accurate use of data supports the candidate s research and Capstone Experience, which is integrated throughout the 2-1/2 year program. Highly regarded contemporary voices from the world outside education assisted us in developing a systemic view of organizations and the importance of seeking excellence over competence. These influences would include Peter Senge, Stephen Covey, Jim Collins, and Margaret Wheatley. Lastly, as we were developing this program, Arthur Levine issued a report highly critical of university leadership studies especially honing in on Ed.D. programs. We chose not to dismiss his criticisms, but rather to embrace his ideas and use them to create a program that in many ways answers his challenges. We believe strongly in certain key components that are the backbone of the program: The cohort model is an ideal delivery system No cohort shall exceed 22 candidates Recurring program themes, rather than stand alone courses, form the building blocks of the program A reflective learning/process portfolio assembled over the entirety of the program is the final demonstration of the candidate s growth and development An educational research project addressing a problem in a college, university, community college, university system, or postsecondary professional organization highlighting the candidate s research experience The engagement in a practical 150-hour internship experience throughout several semesters of the program. Communication about leadership growth during the Professional Conversation at the conclusion of the program

6 With these influences and beliefs, the conceptual framework of the program is complete. The specific requirements and course descriptions emanated from this framework. 6 Ed.D. Program Themes Theme 1. The Nature and Ethics of Leadership in a Democratic Society Higher Education Leaders Understand the history, philosophy, and sociology of higher education in a democracy and take reasoned positions on issues and international models of reform and innovation in higher education Have a clear understanding of the nature of leadership, of themselves as leaders, of the moral and ethical imperatives of leadership, and a clear grasp of the environment in which higher education leaders function Possess knowledge of human differences domestically and globally, relate and lead across differences, and recognize and confront injustice at the institutional and societal level Theme 2. Leaders as Agents of Positive and Sustainable Change through Democratic Management Higher Education Leaders Have the skills to initiate, build, and maintain positive human interactions, develop human potential, build systemic learning communities, build collaborative relationships, operate in rich and diverse cultural settings, and view others as worthy and valuable individuals Possess the knowledge and understanding necessary to generate and manage human and fiscal resources effectively; apply appropriate legal and accountability oversight; evaluate programs, faculty, and staff; and comprehend the environmental forces, political directions, and institutional governance processes necessary to successfully lead higher education within its current and changing environment Demonstrate an ethic of care for colleagues and students by building effective visions and working relationships across multiple functional areas within higher education institutions Promote student learning through articulating and assessing learningcentered practices and linking curricular and co-curricular learning Theme 3. Leaders as Reflective Learners Who Appreciate the Value of Formal Inquiry in Understanding the Context of Schools in a Democratic Society Higher Education Leaders Understand, and continuously reflect upon the critical nature of valid data in the decision-making process; apply sound inquiry methodologies and effective technologies; analyze complex data sets, draw strategic conclusions

7 and develop strategic plans, build collaborative work teams, formulate effective implementation plans and evaluate results Have a firm grasp of student developmental theory with an emphasis on student resilience, persistence, and retention and acquire and practice the skills, concepts, and techniques to structure effective instructional environments and interventions that maximize student learning and success Demonstrate the ability to perform effective program assessment and strategic problem solving 7

8 8 SEQUENCES OF COURSES Course Title Semester EDL 730 Renewing and Re-examining Yourself 1-Fall as an Educational Leader EDL 731 Introduction to Educational Research 1-Fall EDL 735 Advanced Research for Leaders 2-Spring EDL 733 Understanding the Change Process 2-Spring EDL 734 Curriculum, Instruction, and Assessment 3-Summer EDL 739 Advanced Internship (0-3 credit hours) 3-Summer ***Choose one elective from 741, 742, 747, Summer EDL 732 EDL 737 Skills for Data-Driven Leadership and Decision-Making Student Development, Student Service, Student Retention 4-Fall 4-Fall EDL 738 Policy Making and Leadership in Higher Education 5-Spring EDL 740 Legal and Financial Management 5-Spring EDL 739 Advanced Internship (0-3 credit hours) 6-Summer ***Choose one (or two) elective(s) from 741, 742, 6-Summer 747, 748 EDL 743 Issues on Moral Leadership 7-Fall EDL 744 Capstone Experience 7-Fall ***Summer Electives EDL 741 Teacher Education Curriculum, Pedagogy, and Summer Research EDL 742 Student Affairs Profession in Higher Education Summer EDL 747 Enrollment Management in Higher Education Summer EDL 748 American Community Colleges Summer Note: Candidates must earn 3 credits total in EDL 739 over two summers and should be enrolled in 6 credits each semester

9 9 Course Descriptions EDL 730 : RENEWING AND RE-EXAMINING YOURSELF AS AN EDUCATIONAL LEADER In this course, each candidate will engage in an extensive self-examination with respect to leadership skills, styles, and dispositions to guide the candidate in developing the initial draft of the Professional Leadership Growth Plan. This course is connected to Theme One: The Nature and Ethics of Leadership in a Democratic Society. A series of contemporary readings about current issues in higher education and effective leadership from both inside and outside education will help define and support the three themes of our program. Candidates will begin addressing several of the key program components including the Professional Leadership Growth Plan and the internship experience. Course Goals: Each candidate will exit this course having a better understanding of where s/he is as an effective leader, possessing an initial plan for continued growth and development as a leader, knowing what the best studies and research on leadership are offering, applying a tool box of strategies for making emotional and complex decisions in a fair and ethical manner, and beginning the important long-range expectations and requirements of the program. The objectives for Renewing and Re-examining Yourself as an Educational Leader are for the candidate to: Conduct a self-assessment of personal leadership strengths, styles and philosophy Develop a professional growth plan based upon that self-assessment Read, discuss, and reflect from a wide variety of contemporary educational and business leadership studies Demonstrate an overview of the nature and ethics of moral leadership Understand the processes associated with building leadership capacity Examine, compare, and utilize the basic skills of long-range planning, organization, managing time, and communications Practice thinking outside the box Gain confidence in professional writing and speaking Sample Assignments: Write a comparison/contrast paper of leaders inside and outside higher education Present a case study analyzing a moral and ethical dilemma Complete the first draft of the Professional Leadership Growth Plan Work with a group to practice a systems approach to solving a simulated postsecondary challenge Interview a leader in higher education

10 EDL INTRODUCTION TO EDUCATIONAL RESEARCH This course is designed to be the first in a series of three courses (EDL 731, EDL 735, and EDL 744) to guide the student through the process of developing and writing the final Capstone project. Candidates will review the methods of educational research and examine research that informs and improves individual institutions or organizations. Using various research paradigms, particular emphasis will be placed upon research related to current problems in the higher education arena. Course Goals: Each candidate will leave this course with a thorough understanding of what educational research can do to assist in postsecondary improvement and what questions are best answered by research of different types and scopes. The objectives for Introduction to Educational Research are for the candidate to: Understand the purpose and methodologies of qualitative, quantitative, mixed methods and action research Acquire additional skills in interpreting various research methodologies Assist higher education leaders and administrators in designing appropriate action research strategies Identify research studies that can inform leaders and promote some aspect of change in higher education Sample Assignments: Explore different types of research paradigms (qualitative, quantitative, mixed methods, and action research) Formulate a tailored research question that specifically targets a current higher education problem Situate a specific research question within the context of current issues in higher education (Chapter 1) Utilize APA format correctly to cite references within a document Prepare an annotated bibliography to categorize a body of literature Conduct a review and analysis of literature relevant to a problem in higher education (Chapter 2) EDL UNDERSTANDING THE CHANGE PROCESS This course focuses on the comprehensive development of Program Theme Two: developing leaders who are change agents, and who are capable of both initiating positive change and sustaining change through sound organizational skills and an orientation toward collaborative decision making. Emphasis will be given to acquiring the knowledge, dispositions and skills to effectively lead change efforts to accomplish substantive school and university improvement. Reform models in the history, philosophy and sociology of higher education will be explored. 10

11 Course Goals: Each candidate will exit this course with a full understanding of how change, for the purpose of improving the educational institution, is a systemic process with multiple, intertwined facets. This course fully encompasses Theme Two: Leaders as Agents of Change through Democratic Management. The candidate will be prepared to analyze needs, build a vision and motivation for change, communicate with all involved audiences, engage others in the planning process, provide the material and personal resources for the success of the change, monitor its progress, and lead the change process such that it is sustainable and renewable. The objectives for Understanding the Change Process are for the candidate to: Master the skills and techniques of both short- and long-range planning Comprehend thoroughly how to lead by shared decision making, including cultivation of intra-institutional and community constituencies Understand the systemic nature of the change process Read and discuss the change process from a wide range of educational and business sources Embrace the moral and ethical responsibilities of guiding the change process Learn how to sustain change Develop habits and skills associated with renewing and maintaining ongoing efforts with respect to the change process Examine one s own awareness of the cultural context of change Remain sensitive to the effects of change on people and the organization Recognize the importance of adequate human and material resources to under gird the change process Sample Assignments: Reflect on the implications for decision-making at the department, institutional, and system levels for changes occurring within the postsecondary environment (state, national and global) Research an authentic change process and synthesize the common characteristics that support successful, sustained change efforts Explore the unintended consequences of a change made at the departmental, institutional, or system level and present the short and long-term implications EDL ADVANCED RESEARCH FOR LEADERS The goal of this course is to research and compose the Methodology (Chapter 3) for the final Capstone Project. Candidates will continue working on Chapters 1 & 2 of the capstone project that were introduced in the EDL 731 course. Candidates will understand the Institutional Review Board (IRB) process and will file the appropriate forms for IRB approval. Candidates will have methodological materials and forms ready to collect data and have started the process of collecting data pertinent to one s Capstone Project. 11

12 Course Goals: Candidates who complete this course will be confident consumers of research and mentors for those within the institution who conceptualize and design research that addresses a specific problem in higher education. The candidate will be able to articulate the ways in which research enhances the mission and vision of the institution and contributes to postsecondary accountability. More specifically, as a result of this course the candidate will understand and be able to create a methodology for sound educational research that can be utilized to improve performance associated with a particular subgroup or across the institution. The objectives for Advanced Research for Leaders are for the candidate to: Understand and complete any necessary Institutional Review Board documentation required when conducting research on human subjects Understand and use an appropriate research model to address a research question that is designed to enhance the work of a department or institution Employ skills in analysis for both qualitative and quantitative data (Chapter 3) Critique, refine and utilize the current educational research in order to select a strategy, methodology, or program designed to address the candidate s research and research questions developed in EDL 731 Develop a methodology plan that will describe in detail the location and demographics of the target population the process for conducting a pilot study the detailed plan for the collection and analysis of the data Utilize descriptive and inferential statistical analysis Discuss appropriate analysis of data collected, tying results to research, research limitations and future recommendations Sample Assignments Complete a methodology plan that aligns with the title, research question and literature review completed in the EDL 731 course. Complete any required IRB documentation Present created methodology to colleagues EDL CURRICULUM, INSTRUCTION and ASSESSMENT The course provides candidates with the knowledge and understanding of curriculum design, development, and change in higher education. Co-curricular and learningcentered practices will be explored. A focus on the Scholarship of Teaching and Learning will assist students in developing a focus on teaching for understanding. Candidates will engage in collaborative discussions and project development designed to foster deeper understanding of curriculum, instruction and assessment and to develop effective leadership skills to guide continuous improvement of student learning. Course Goals: The candidate will leave this course with a thorough understanding of how curriculum, instruction and assessment are inextricably linked. The course will also include an 12

13 13 analysis of the national, state and regional climate and expectations for these three areas. Finally, the candidate will understand how data from students and faculty will inform the overall institutional improvement process and enhance the mission and vision of the college or university. The objectives for Curriculum, Instruction, and Assessment are for the candidate to: Demonstrate an understanding of the historical context for today s curricular and instructional programs Strategically determine how national and state interests impact the curriculum, assessment and instructional programs Determine how to lead faculty through the planning and evaluation process for curriculum, instruction, and assessment Demonstrate the ability to use the Understanding by Design framework for curriculum development and instructional preparation Interpret how assessment tools, such as the National Survey of Student Engagement (NSSE) or College Learning Assessment (CLA), impact decisions about curriculum and instruction Develop techniques to improve achievement of underperforming subgroups Brainstorm strategies for improving the effective use of balanced assessment to drive instructional decisions at both the department and institutional levels Understand the relationship between curriculum development, assessment, and professional accreditation expectations Sample Assignments Review how curricular trends over time have contributed to our understanding of the curriculum development and implementation process Interpret data gained from curriculum assessment tools Explore a variety of diverse ways in which to assess student learning Evaluate the modification of an institutional core curriculum Attend a Scholarship of Teaching and Learning conference to explore methods of curricular evaluation and course assessment EDL ADVANCED INTERNSHIP (0-3 credit hours) This experience is intended to integrate the knowledge and skills gained in coursework, from an organization-wide perspective, with the daily challenges of leadership. The internship experience, to be completed in semesters 3-6 of the Ed.D program, involves the candidate working directly with an organization s administrative leaders representing the various key aspects of college and university operations and governance. The candidate is expected to work within one major area of concentration related to his/her career goals, with possible additional experiences occurring in 1-2 other areas in higher education. With the varied array of leadership opportunities available at the college/university level, the internship will be individually created to fulfill specific higher education leadership goals of the candidate. During the candidate s first semester, meetings will be held with his/her advisor and EDL 730 instructor to brainstorm an individualized approach to the internship.

14 Course Goals: The internship experience is a prescribed requirement to give candidates an in-depth and practical understanding of higher education leadership. Internships serve as opportunities to build upon the current experience that each candidate possesses. Typical umbrellas of internships are: Higher Education Administration, Student Affairs Administration, and College Teaching. Internship possibilities include but are not limited to: assisting the planning of a professional development conference, collaborating with a current university leader on developing or implementing a new initiative, serving as a graduate assistant or co-instructor for a university-level course, or contributing to the execution of a grant proposal. Identify goals with respect to the internship based upon past experience, individual leadership goals and the program goals Select and collaborate with a mentor to identify and begin to address specific issues and challenges within an identified, functional area of higher education Sample assignments: Select a mentor for the program Meet with advisor during the 1 st semester to brainstorm possibilities Keep an activity log of each experience Write reflections of the experiences Present log of 150 minimum hours to graduate education faculty for approval EDL SKILLS FOR DATA-DRIVEN LEADERSHIP This goal of this course is to develop a working knowledge of the concepts and practical tools of data analysis, how to effectively derive and interpret data from multiple sources, and how to use this data to improve higher education systems and student learning. Connecting to the Third Theme of the program (Leaders are Reflective Learners who Appreciate the Value of Formal Inquiry), the candidate will concentrate on obtaining and interpreting relevant data to evaluate and improve higher education programs, faculty, and staff. Accreditation and accountability measures will be reviewed and analyzed. Course Goals: Each candidate will exit this course with a working knowledge and understanding of how to utilize currently available postsecondary data to develop a framework for institutional improvement planning. This process will include an in-depth examination of departmental, institutional, system, and accreditation policies and practices driving curriculum and instruction, human resources, finance and facilities to understand what relevant data are used to develop and implement an effective comprehensive improvement plan. The objectives for Skills for Data-Driven Leadership and Decision Making are for the candidate to: 14

15 15 Prepare future higher education leaders to use data driven and results-oriented processes to develop a comprehensive and systematic institutional improvement program Utilize data to align institutional goals with system, state and federal mandates Enable future higher education leaders to use data collection and analysis to understand postsecondary trends, develop policy, and effectively manage institutional processes Promote the idea that seeking and using data is the primary tool for solving problems and promoting postsecondary improvement Effectively communicate the findings from data analysis to internal and external college constituents Establish the habits of beginning with the end in mind and using data to make decisions Create opportunities for practice in organizing, preparing, and presenting reports and recommendations using data Understand the distinctions between, and be able to implement, formative and summative assessment Sample Assignments: Analyze existing postsecondary strategic plans to ascertain the relevance, clarity and effectiveness of these plans in promoting and sustaining ongoing improvement in student achievement Investigate a higher education department or division to determine what types of data are used in decision making and how that department or division supports institutional and/or system goals Present critical lessons learned from an interview with a postsecondary leader focusing on the impact of a failed decision making process Analyze the postsecondary accountability role of regional accrediting bodies and their influence on institutional decision making processes Identify the various types of data that exist at candidate s home institution, who collects it, where it is maintained, and how it is utilized EDL 737 STUDENT DEVELOPMENT, STUDENT SERVICE, AND STUDENT RETENTION This course will provide a historical overview of student development theory, student life, research and literature relating to contemporary college students and student services. In addition this course introduces candidates to relevant research, theory, and practice related to college student retention and persistence, exploring cultural, institutional, and individual factors. Effective retention practices, programs, and assessment procedures are also identified and examined. Course Goals: Cohort members will leave this course having gained an understanding of the primary theories of student development. They will be able to effectively show how those theories relate to student persistence. Candidates will also gain an appreciation of the differences among students (including race, gender, sexual orientation, ethnicity,

16 16 socioeconomic status, and ability) and subsequent effects of those differences on individual development. Class members will reflect on their own student development and how understanding their own experiences and development process influences their perspective as a student services and retention leader. CAS standards will help guide understanding of the underlying purpose of the various functions within the Student Services arena. The objectives for Student Development, Student Service, and Student Retention are for the candidate to: Recognize the factors influencing student persistence and attrition Understand the major theories of student development Development an assessment plan for retention initiatives Gain greater awareness of the candidate s individual development experience and how that impacts the professional role Sample Assignments: Examine the cultural context of attrition and present strategies for retaining students connected to a theoretical student development perspective Interview students of varying ages to discover the similarities and differences in their perceptions of personal maturity and growth through the college years and relate this back to student development theory Identify effective retention practices through analysis of current research Evaluate an institutional retention program or practice EDL 738 POLICY MAKING AND LEADERSHIP IN HIGHER EDUCATION This course provides an overview of the missions, governance, and organizational structures of American higher education institutions. This course involves Theme Two: Leaders as Agents of Change through Democratic Management. The unique system of governance in higher education is explored, including administrative roles, responsibilities, and leadership issues for administrators, faculty and staff. Institutional, system, state, and federal governing mechanisms, as they relate to each other, are also explored. At all levels, the effective higher education leader will understand the interplay of historical legacy, public policy, internal and external organizational and governing structures, and individual roles, and how to navigate these areas to effect sound decision making that supports academic integrity while addressing the needs of higher education as a business entity. Course Goals: Each candidate will exit this course with an enriched appreciation and understanding of the unique and difficult demands required of higher education leaders at all levels. Candidates will be knowledgeable about governance structures at the institutional and state levels as well as the political, social, and regulatory forces influencing governance processes. Class members will recognize the importance of internal and external collaborative relationships and know how to foster those dynamics. Additionally, candidates will become familiar with strategic planning as a decision making tool.

17 17 The objectives for Policy Making and Leadership in Higher Education are for the candidate to: Explore the historical perspective of American higher education governance Learn how to create partnerships for economic and political gain Appreciate the challenges of leadership at all levels of the college or university Develop critical leadership skills in the areas of collaboration and decision making Acquire the skills needed to lead long-term and strategic planning. Sample Assignments Attend and analyze a postsecondary board meeting Conduct a strategic planning exercise with an institutional department or division Analyze how the different types of higher education institutions influence and are influenced by organizational culture and decision-making Explore the influence of a public policy on higher education EDL LEGAL AND FINANCIAL MANAGEMENT This course focuses on the development of knowledge and skills associated with basic legal theory, financial planning, budgeting, and financial reporting necessary for the analysis of complex problems likely to occur in the administration of higher education. Topics include due process and equal protection, privacy and openness, health and safety, emergency preparedness, tenure and academic freedom, contractual obligations as well as understanding the impact of the local and global economy on various revenue sources such as state and federal budgets/educational appropriations, federal and private grants, student aid, individual capacity and philanthropy, and institutional investments. Course Goals: This course will assist in identifying strategies for assessing current competency approaches for higher education resource planning, budgeting, human resource development, and organizational communication, as well as legal strategies within institutional and system settings. Postsecondary law is a dynamic, ever changing subject. Thus, the course will be taught as a practical exercise in identification of potential legal issues, consideration of resolution options, and the formation of strategies to resolve the day-to-day legal issues that confront postsecondary leaders. The objectives for Legal and Financial Management are for the candidate to: Develop a better understanding of higher education law, including the implications of liability, and current legal trends Become familiar with significant court rulings that comprise postsecondary law including labor relations laws Possess a knowledge base of due process procedures and their legal implications in the areas of student rights and faculty and administrative disciplinary and dismissal cases

18 18 Become comfortable and knowledgeable about the legal challenges faced by higher education administrators Envision how institutional priorities drive the budgeting process Analyze the budget building processes and the crucial involvement of university stakeholders Employ creative financial strategies that will generate revenue for an institution Understand various types of budgeting models and their impact on institutional budget development Sample Assignments Analyze the legal issues that postsecondary administrators confront on a daily basis Evaluate the legal and educational implications of faculty performance evaluations Attend a community college or university board meeting and document how financial issues impact board discussion and decision making Present a plan for resource allocation utilizing financial reports, institutional priorities and economic indicators Analyze legal and financial interplay of key policy issues (e.g., Clery Act, Drug- Free Schools) Research Higher Education Reauthorization Act and discuss implications for policy development and/or student services EDL741 TEACHER EDUCATION CURRICULUM, PEDAGOGY, AND RESEARCH ***Elective Course (Candidates need to enroll in 2 out of 4 options over 2 summers)*** Candidates will gain an understanding of the teacher learning opportunities at the preservice, induction, and in-service levels. Intended and enacted curriculum, sources of pedagogy, and their impact on teachers' knowledge, skills, and attitudes will also be presented. Candidates will explore current trends in teacher education, what research tells us, and policy implications. Emphasis will be given to clinical aspects of teacher preparation and the relationship between classroom practice and teacher education processes. Course Goals: This course will focus on the education of teachers in colleges and universities as undergraduate and graduate students. Candidates will gain insight into the history, values, and structures of university-based teacher education, current issues and research trends, and methods of instruction. The objectives for Teacher Education Curriculum, Pedagogy, and Research are for the candidate to: Understand current trends and challenges for university-based teacher education Analyze the goals and purposes of teacher education within a democratic society

19 19 Build a knowledge base of research on learning, teaching and pedagogical approaches to preparing teachers Analyze teacher development theories and phases Explore designs for teacher education programs including the role of clinical experiences Understand the implementation of curriculum renewal, organizational and policy change in teacher education Sample Assignments: Analyze teachers experiences in teacher education programs and schools Critique a variety of university-based and non-university based teacher preparation models Respond to accreditation standards for a teacher education program Construct a sample syllabus for a teacher education course EDL 742 STUDENT AFFAIRS PROFESSION IN HIGHER EDUCATION ***Elective course (Candidates need to enroll in 2 out of 4 options over 2 summers)*** This course provides an introduction to the college student affairs profession. Special attention is focused on historical and philosophical foundations, organizational structures, professional roles, functions, and services, as well as challenges, opportunities, and issues faced by professional staff. Candidates will be able to describe factors contributing to America s diverse system of higher education and its impact on the design and delivery of student affairs programs and services. Course Goals: Upon completion of the course, candidates will have knowledge of the history, structure and functions that comprise student affairs. Candidates will also gain insight into current issues and challenges facing student affairs professionals and undertake to discover how, as leaders, student affairs professionals shape the culture and climate of the college. The objectives for Student Affairs Profession in Higher Education are for the candidate to: Gain an appreciation for the historical context of the field of student affairs Identify, evaluate and understand the broader impact of current issues within the student affairs profession Understand the ways in which the programs and services within Student Affairs contribute to student learning, influence the institutional culture and climate, and facilitate the achievement of the institutional mission Become familiar with the contributions of important individuals and professional organizations within the field of student affairs Sample Assignments: Trace the historical influence of student affairs within higher education

20 20 Examine the interplay between student affairs professionals and other institutional leaders to discover the skills required to work and lead these areas Analyze the structure, function, and policy influences of a student affairs program at two different institutions Develop a collaborative way Student Affairs can work with others on campus to address a key current issue (e.g., alcohol, sustainability, diversity) EDL 747 ENROLLMENT MANAGEMENT IN HIGHER EDUCATION ***Elective course (Candidates need to enroll in 2 out of 4 options over 2 summers)*** This course provides an opportunity for candidates to understand enrollment management as a concept and as a process starting at the prospective student s first contact with/or exposure to the university through the student s graduation. The course provides an overview of how enrollment management enables a university to meet its mission; how it helps retain students and keeps them committed to their educational goals; and how organizational structure can work synergistically to enhance the enrollment management process. Candidates will also explore how financial aid affects enrollment management; the use of technology applications; the use of research data to drive and attain enrollment goals; basic marketing considerations; and strategic enrollment management planning. Course Goals: Candidates completing this course will be able to articulate the ways in which enrollment management enhances the mission and vision of the institution. Candidates will also have a basic understanding of the techniques and tools available to enrollment managers. As a result of this course, the candidate will be able to develop and implement an enrollment plan that will reduce student attrition, grow enrollment, and responsibly leverage institutional resources. The objectives for Enrollment Management in Higher Education are for the candidate to: Develop a better understanding of the history and development of enrollment management as a strategic tool within higher education Become familiar with common strategies used to augment enrollment and retention including the use of technology Identify challenges and unintended consequences associated with enrollment management practices Understand the ways in which enrollment managers develop and use key partnerships internally and externally to meet institutional enrollment goals Sample Assignments Undertake an in-depth analysis of a major enrollment management strategy Create an enrollment management plan for a specific institution utilizing available institutional and postsecondary data Analyze marketing techniques utilized by colleges and universities and how they support enrollment management strategies