Student Personnel/Higher Education Administration in the Organizational
Instructor: Jeffrey C. Sun Course Number: ORLD 4500-01
Telephone: (212) 678-XXXX; (212) 678-3750 [department]
Class Meetings: T, 7:20 p.m. - 9:00 p.m.; 09/07 through 12/14
E-mail: jcs81@columbia.edu Class Meetings Location: TBD
Office Hours: T, 2 pm - 4:00 pm; W, 2 pm - 4:00 pm; and always available by appointment
Course Description:
Course Description: This course presents student personnel and higher education administration issues and concepts through the interdisciplinary context. Participants of this course will view student personnel and higher education administration with a larger lens and partake in active discussions surrounding the contemporary issues and practices of the collegiate environment. In particular, participants will analyze and synthesize the theories and practices of the past and present while keeping in mind the self, the people of the higher education community, the organization, and society.
Course Objectives Summarized:
1. identify and to describe the major transitional periods in higher education.
2. understand the basic organizational structure of higher education institutions.
3. examine the multiple perspectives (i.e. society, administrators, staff, academicians, students, and educational theorists) in the process of administrative and policy decision-making.
4. explore relationships among diverse student goals, diverse institutional missions, diverse programming/curricular designs, and resulting student outcomes along with institutional assessments.
5. articulate interdisciplinary analyses of higher education curriculum and programming.
6. identify significant, positive contributions to transforming higher education into a center for ethics and democracy as well as recognizing the major obstacles.
7. recommend concepts and practical examples in teaching and learning citizenry.
8. develop and to present a project addressing the organizational and interdisciplinary nature of higher education and the challenges that may exist in the future.
9. form a strong comradeship with their classmates.
Course Materials:
REQUIRED TEXTS:
(a) Brubacher, J.S., & Rudy, W. (1997). Higher education in transition (4th ed.). New Brunswick, NJ: Transaction Publishers.
(b) Freire, P. (1998). Pedagogy of freedom. New York: Rowman & Littlefield Publishers, Inc.
(c) Nussbaum, M.C. (1997). Cultivating humanity. Boston: Harvard University Press.
(d) Orrill, R. (1997). Education and democracy: Re-imagining liberal learning in America. New York: College Entrance Exam Board.
OTHER:
(e) Additional materials may be on-reserve at the library with advance notice (at least 2 class meetings) [Milbank Memorial Library, Teachers College Campus].
(f) E-mail account.
(g) Internet Access; Class Web Familiarity; Visit - http://www.columbia.edu/~jcs81/he/links.html
OPTIONAL (but highly recommended):
(h) Publication manual of the American Psychological Association (4th ed.). (1994). Washington, D.C.: American Psychological Association.
(i) The Chronicle of Higher Education - 1-800-728-2803; http://www.chronicle.com/
Course Assessments:
40% Research Paper 15% Presentation (5% peer-evaluation; 10% instructor evaluation)
15% Memoranda 30% Class Participation, Preparedness, & Attendance
(15% self-evaluation; 15% instructor evaluation)
Assignments: Any submissions whether assignments, papers, or alike must be typed in a standard professional format unless the assignment is introduced and due within the same class meeting. Citations and footnoting should adhere to the APA format.
Grading System:
A+ 99-100 B 80-83
A 93-98 B- 75-79
A- 88-92 C+ 70-74
B+ 84-87 C 65-69
Professional Organizations:
Familiarization with the following organizations is recommended:
American Association of Higher Education (AAHE)
American Association of University Professors (AAUP)
American College Personnel Association (ACPA)
American Council on Education (ACE)
American Educational Research Association (AERA)
Association of American Colleges and Universities (AAC&U)
Association for the Study of Higher Education (ASHE)
National Association of Student Personnel Administrators (NASPA)
Occasional reading from the following journals is suggested:
Academe
Black Issues in Higher Education
Change (published by AAHE)
*Chronicle of Higher Education, The
Education Week
Journal of College Student Development (published by ACPA - recent)
Journal College Student Personnel (published by ACPA)
Journal of Higher Education
* Weekly reading of the Chronicle is strongly encouraged.
General Expectations:
Punctuality and preparedness with readings and the meeting of deadlines are viewed as ESSENTIAL elements to successful completion of this course. Similar to the deadlines faced by administrators in the higher education environment, there is an expectation for you to follow the schedule provided in the syllabi. Some uncontrollable obstacles may excuse you from a due date. These determinations will be made in a fair and thoughtful manner on a case-by-case review.
You will also be expected to maintain the academic integrity which students of Teachers College at Columbia University have sustained for many years. This class will adhere to applicable and relevant College policies and procedures when addressing questions of academic integrity. Similarly, as a participant of an institution recognized as the global leader of education and human development, the quality of your work at Teachers College should be exemplary.
Finally, Professor Craig Richards has described the Teachers College, Columbia University approach to education. In an eloquent fashion, he has aptly stated:
If there is an abiding philosophy that best characterizes Teachers College it is engagement. A founding principle of Teachers College, this concept of engagement is embodied in a constant cycling of theory and practice designed to improve the environment for learning in the society at large. It is played out in the teaching, research, training and consulting that engage our faculty and the learning, internships, practice teaching and clinical projects that engage our students. The classroom becomes the forum for faculty and students alike where concepts, theories, tools and skills are integrated to give perspective and purpose to the education issues we address. It is the ultimate expression of learning by doing.
Thus, we will incorporate our interdisciplinary learning and teaching and appreciate each other's contributions. In the borrowed phraseology of Professor L. Lee Knefelkamp, we are complex people with many experiences and we serve as "co-texts" of every course. In order to live these notions of co-textual contributions and engagement, I promise you that this course will also be illustrative of the meaning - "active learning" - and this will occur in multiple dimensions. Without these various perspectives, your program at Teachers College would be very simplistic, linear, and drab. Therefore, I invite you to participate and to muse over the issues of the week in a manner most suitable to your learning. Welcome!
*Schedule & Assignments:
* Subject to change. When possible, notice will be provided via e-mail.
SESSION 1: September 7, 1999 -- Introduction; Self-Evaluation; Engagement
WHO are we in the realm of higher education? society?
F
For the Next Session: Brubacher, J.S. & Rudy, W. (1997). Higher education in transition (4th ed.) (pp. 3-237). New Brunswick, NJ: Transaction Publishers.
SESSION 2: September 14, 1999 -- UNIT 1: Development of Higher Education in the U.S. (pt. 1)
WHAT transformations occurred? Any significant identifying periods?
F
For the Next Session: (a) Brubacher, J.S. & Rudy, W. (1997). Higher education in transition (4th ed.) (pp. 241-end). New Brunswick, NJ: Transaction Publishers. (b) Formulate groups.
SESSION 3: September 21, 1999 -- UNIT 1: Development of Higher Education in the U.S. (pt. 2)
WHAT transformations occurred? Any significant identifying periods?
F
For the Next Session: (a) Orrill, R. (1997). Education and democracy: Re-imagining liberal learning in America (pp. xiii-xxvi and 1-19). New York: College Entrance Exam Board. (b) Nussbaum, M.C. (1997). Cultivating humanity (pp. 1-147). Boston: Harvard University Press.
SESSION 4: September 28, 1999 -- UNIT 2: The Call for Learning (pt. 1)
WHY the "new" obligation for democracy and ethics in education?
F
For the Next Session: Nussbaum, M.C. (1997). Cultivating humanity (pp. 148-end). Boston: Harvard University Press.SESSION 5: October 5, 1999 -- UNIT 2: The Call for Learning (pt. 2)
WHY the "new" obligation for democracy and ethics in education?
F
For the Next Session: (a) RESERVE READINGS - - . (b) Complete Memorandum.
SESSION 6: October 12, 1999 -- UNIT 2: The Call for Learning (pt. 3); Memo Due
WHY the "new" obligation for democracy and ethics in education?
F
For the Next Session: (a) Freire, P. (1998). Pedagogy of freedom. New York: Rowman & Littlefield Publishers, Inc. (b) RESERVE READINGS - -
SESSION 7: October 19, 1999 -- UNIT 3: The Call for Teaching (pt.1)
HOW can the players of higher education inculcate the notion of citizenry?
F
For the Next Session: Orrill, R. (1997). Education and democracy: Re-imagining liberal learning in America (pp. 131-325). New York: College Entrance Exam Board.
SESSION 8: October 26, 1999 -- UNIT 3: The Call for Teaching (pt. 2)
HOW can the players of higher education inculcate the notion of citizenry?
F
For the Next Session: (a) Diversity Web: http://www.inform.umd.edu/DiversityWeb/. (b) Center for Research on Education, Diversity & Excellence (CREDE): http://www.crede.ucsc.edu/HomePage/home.html. (c) Complete Research Paper/Project Outline and Abridged Annotated Bibliography.
SESSION 9: November 2, 1999 -- UNIT 3: The Call for Teaching (pt. 3)
HOW can the players of higher education inculcate the notion of citizenry?
F
For the Next Session: Orrill, R. (1997). Education and democracy: Re-imagining liberal learning in America (pp. 21-130). New York: College Entrance Exam Board.
SESSION 10: November 9, 1999 -- UNIT 4a: The Higher Education Community (pt. 1)
IF the higher education community fully embraced learning and teaching with open minds, would excellence in education bring about a new meaning?
F
For the Next Session: (a) Orrill, R. (1997). Education and democracy: Re-imagining liberal learning in America (pp. 321-351). New York: College Entrance Exam Board. (b) RESERVE READINGS - -
SESSION 11: November 16, 1999 -- UNIT 4a: The Higher Education Community (pt. 2)
F
For the Next Session: (a) Readings as assigned by your peers. (b) Prepare presentation
SESSION 12: November 23, 1999 -- CANCELLED [Thanksgiving Break]
F
For the Next Session: (a) Readings as assigned by your peers. (b) Prepare presentation.SESSION 13: November 30, 1999 -- UNIT 4b: Higher Education Transformed (pt. 1)
Group Presentations
F For the Next Session: (a) Readings as assigned by your peers. (b) Prepare presentation.
SESSION 14: December 7, 1999 -- UNIT 4b: Higher Education Transformed (pt. 2)
Group Presentations
F For the Next Session: Complete Final Project/Paper
SESSION 15: December 14, 1999 -- Summation and Thoughts; Final Papers/Project Due
WHO are the citizens of "this" society?