EDUC 742. Educational Leadership and Public Relations

Transcription

1 EDUC 742 Educational Leadership and Public Relations *Note: All content provided in the professor s notes, course chart and course syllabus are based on the professor s opinion and may vary from professor to professor & student to student. All content may be changed without notice. This information is for the purpose to provide analysis but is not binding in any form. Course Syllabi Course Charts Professor s Notes Page 1 of 7

2 Professor s notes* Educ 742 Educational Leadership and Public Relations *Note: All content is based on the professor s opinion and may vary from professor to professor & student to student. All content may be changed without notice. This information is for the purpose to provide analysis but is not binding in any form. From a Scale 1 10 (1 = low demands; 5 = moderate demands; 10 = very demanding) 1. How would you rate the overall level of difficulty of this course? Level of demand = 6 Comments: This course has been developed to equip aspiring administrators with the tools and skills that they need in order to become effective administrators. The tasks within the course are somewhat demanding in that they require the students to analyze numerous case studies which requires them to think like administrators and determine how they would resolve the issues presented in the case studies. 2. How would you rate the level of the reading requirements in this course? Level of demand = 5 Comments: There are two textbooks for this course. The reading isn t too demanding; however, there is a lot of information regarding being an effective leader and the skills needed to deal with public relations as an administrator. 3. How would you rate the level of the lecture requirements in this course? Level of demand = 4 Comments: The information used for the power point presentations for this course is taken from the reading material. 4. How would you rate the level of the online exam requirements in this course? Level of demand = 1 Comments: 5. How would you rate the level of the discussion board requirements in this course? Level of demand = 9 Comments: Within this course there are several discussion board forums. The students are required to participate in online field trips, there are weekly discussion questions that are based on case studies located within one of the textbooks, and each week the students must post journal reflections consisting of a summary of the week s reading material. 6. How would you rate the level of the written paper requirements in this course? Level of demand = 10 Comments: Each student is required to complete the following three papers: one paper is a comparative critique of 10 educational leadership articles; the second paper is an analysis of an Old or New Testament leader in the Bible, and the third paper is a comparative analysis of the crisis management plan of two schools. Page 2 of 7

3 Textbooks: Gorton, R. A., Alston, J. A. & Snowden, P.E., School leadership and Administration, (07). Hoy, W. K., & Miskel, C. G., Educational administration, (08). COURSE CHART EDUC 742 WEEK/ MODULE READING & STUDY LEARNING ACTIVITIES POINTS DATE DUE 1 Hoy: Chs. 1 3 Homepage Online Field Trip DB forum 1 Reading Journal DB forum 1 Case Study DB forum Hoy: Chs. 4 5 Comparative Critique of 10 Articles Reading Journal DB forum 2 Case Study DB forum Hoy: Chs. 6 7 Gorton: Ch. 3 Biblical Character Analysis Online Field Trip 2 Reading Journal DB forum 3 Case Study DB forum Hoy: Chs. 8 9 Online Field Trip 3 Reading Journal DB forum 4 Case Study DB forum 4 Group Case Study PowerPoint 50 5 Hoy: Chs Gorton: Ch.1 Online Field Trip 4 Reading Journal DB forum 5 Case Study DB forum 5 6 Gorton: Ch. 5 Online Field Trip 5 Reading Journal DB forum 6 Case Study DB forum 6 7 Gorton: Chs. 6 7 Reading Journal DB forum 7 Case Study DB forum 7 Group Case Study PowerPoint 50 8 Crisis Management Paper 0 DB = discussion board TOTAL 1000 Page 3 of 7

4 COURSE SYLLABUS GRADUATE SCHOOL OF EDUCATION EDUC 742 EDUCATIONAL LEADERSHIP AND PUBLIC RELATIONS COURSE DESCRIPTION An investigation into the issues and practices of developing communication and relationships to enhance support for educational activities within and outside the school. RATIONALE The Educational Leadership program is designed to provide individuals with the concepts, skills, knowledge and dispositions necessary to positively contribute to the field of education. The purpose of Educational Leadership and Public Relations is to provide insight into the role of the institutional leader in the systematic promotion of a program, in crisis management, in directing the vision, in implementing the institutions philosophy, and in fulfilling the institution's mission. The participants in the class will explore relevant research on the philosophies and theories of public relations including those Biblical examples which provide a model for success and failure. I. PREREQUISITES EDUC 741 II. III. REQUIRED RESOURCE PURCHASES American Psychological Association. (05). Concise rules of APA style. Washington, DC: Author. Gorton, R. A., Alston, J.A., & Snowden, P.E. (07). School leadership and administration. New York, NY: McGraw Hill. Hoy, W. K., & Miskel, C. G. (08). Educational administration. New York, NY: McGraw Hill. ADDITIONAL MATERIALS FOR LEARNING A. Computer with Internet access (broadband recommended) B. Microsoft Word (Microsoft Office is available at a special discount to LU students.) Page 4 of 7

5 IV. MEASURABLE LEARNING OUTCOMES Upon successful completion of this course, the student will be able to: A. Analyze the demonstrated leadership styles of specific biblical leaders and evaluate their approaches to building relationships with the publics with whom they interacted. B. Analyze the community s perception of a school or program using a demographic profile from an existing school or program and diagnose the areas in which the school or program should take the initiative to improve its relationships. C. Evaluate multiple approaches to campaign formatting and select the most effective technique for the task. D. Evaluate the events leading to a crisis situation in an educational environment, the public response of the school officials to that crisis, and the community's response to the handling of the crisis. E. Evaluate the public relations efforts of two diverse school systems or programs to identify the most effective component for each system. F. Describe model public relations policies and practices. G. Analyze the roles of the key players in building positive public relations. H. Assess the integrity of campaign elements. V. COURSE REQUIREMENTS AND ASSIGNMENTS A. Textbook readings and lecture presentations/notes B. Homepage The student will complete a personal homepage highlighting their leadership strengths using the template provided in the course. The assignment is to be completed by the end of Module 1 and is worth 40 points. C. Online Field Trip Discussion Board forums (5) The student will complete five online field trips using the links provided and will write about his or her experience in the corresponding Discussion Board forum no later than Wednesday night of the module assigned. The student will reply to two other student s threads no later than Sunday night of that same module. The Online Field Trip Discussion Board forums are worth points each. D. Weekly Reading Journal Discussion Board forums (7) The student will post a summary of each week s reading assignment in the appropriate Discussion Board forum. The summaries are to be words and must be completed no later than Wednesday evening of each module. The student will reply to two other student s threads no later than Sunday night of that same module. The weekly Reading Journal Discussion Board forums are worth points each. E. Weekly Case Study Discussion Board forums (7) Page 5 of 7

6 The student will read the assigned case studies and respond to the questions listed no later than Wednesday evening of each module. Then the student will reply to two other student s threads no later than Sunday night of that same module. The weekly Case Study Discussion Board forums are worth points each. F. Comparative Critique of 10 Articles Each student will review a minimum of 10 articles which describe the public relations role of school leaders. The student will write a single essay that compares and contrasts elements of the 10 articles and provide a reference list in APA format. The assignment should be between 5 7 pages in length, must be submitted no later than Sunday evening of Module 2, and is worth 100 points. G. Biblical Character Analysis The student will research a leader from the Old or New Testament, identifying the issues the leader faced when dealing with various publics, the manner in which specific issues were handled, and the consequences of the choices made. The assignment should be between 3 5 pages in length, must be submitted no later than Sunday evening of Module 3, and is worth 50 points. H. Group Case Study PowerPoint (2) The student will work with group members to create two PowerPoint presentations analyzing the case assigned, discuss the larger issues of the case, and present solutions to the problems of the case. The presentations must be completed no later than Sunday of Modules 4 and 7 and are worth 50 points each. I. Crisis Management Paper The student will write a paper identifying two schools systems or programs and reviewing the crisis management plan for each school. The paper should compare the effectiveness of the plans for crisis management and include a specific analysis of the perceived effectiveness of the planned public relations initiatives included in the crisis management plan. The paper should be formatted in APA citation style and be pages in length. The paper is to be submitted no later than Sunday evening of Module 8 and is worth 0 points. Page 6 of 7

7 VI. COURSE GRADING AND POLICIES A. Points B. Scale Homepage 40 Online Field Trip DB forums (5 at pts. each) 1 Weekly Reading Journal DB forums (7 at pts. each) 245 Weekly Case Study DB forums (7 at pts. each) 140 Comparative Critique of 10 Articles 100 Biblical Character Analysis 50 Group Case Study PowerPoint (2 at 50 pts. each) 100 Crisis Management Paper 0 Total 1000 A = B = C = D = F = C. Late Submission Penalties There will be 10% taken off each assignment for every week the assignment or learning activity is late. (Although this course is offered in an 8 week format and is designed for a flexible schedule to complete assignments throughout the week, it is also a rigorous graduate education course. Please be mindful that the course content and notes need to reflect a graduate course that meets for 45 contact hours in addition to the assignments. Due dates for each assignment are to be strictly adhered to.) D. Disability Assistance Students with a documented disability may contact the DLP Office of Disability Academic Support (ODAS) at [email protected] to make arrangements for academic accommodations. Page 7 of 7