The CitadelGraduate College

School of Education

EDUC 613: Foundations of American Higher Education
Fall Semester 2016
Instructor: Dr. Barbara Griffin / Thurs
Office: / Class Hours: Thursday 4pm-9pm
Telephone: (843) 697-5975 / Meeting Room: Room 305Capers
Email: / Office Hours: Appointments 3-4pm before class or by arrangement
Credit Hours: 3

REQUIRED TEXTBOOKS:

Cohen, A. & Kisker ,C. (2009). The Shaping of American Higher Education: Emergence and Growth of the Contemporary System. San Francisco: Jossey-Bass.

SUGGESTED TEXTBOOKS:

Levine, A., & Cureton, J. S. (1998). When hope and fear collide. San Francisco: Jossey Bass.

Pascarella, E.T., & Terenzini, P.T. (2005). How college affects students: A third decade of research. San Francisco: Jossey Bass.

CATALOG DESCRIPTION: This course provides an introduction to the historical, political, sociological, and philosophical foundations of American higher education. Emphasis is on the complex relationship between society and higher education. Issues regarding race, class, gender, and culture within the educational system are addressed in the context of fostering educational opportunity and ameliorating inequalities. An historical context also is established which allows for critical examination of events, individuals, and ideas that have influenced the development of higher education in the United States. Through an integration of knowledge in the foundations of education, the course prepares reflective decision makers who can critically examine various schools of philosophical thought and political issues related to higher education.

STUDENT INFORMATION: This course is a core requirement for the Counselor Education M.Ed. degree with a concentration in Student Affairs and College Counseling.

CONCEPTUAL BASE: Developing Principled Educational Leaders

The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-centered environment.

The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who:

  • have mastered their subject matter and are skilled in using it to foster student learning;
  • know the self who educates (Parker J. Palmer) and integrate this self knowledge with content knowledge, knowledge of students, and in the context of becoming professional change agents committed to using this knowledge and skill to ensure that allstudents succeed in a learner-centered environment; and
  • exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment.

The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial programs for teacher candidates and our advanced programs for professional educators, The Citadel’s Professional Education Unit transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed.

The Citadel’s Professional Education Unit has identified 15 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethicalprofessionals:

Knowledgeable Principled Educational Leaders…

  1. Have mastered the subject matter of their field of professional study and practice;
  2. Utilize the knowledge gained from developmental and learning theories to establish and implement

an educational program that is varied, creative, and nurturing;

3. Model instructional and leadership theories of best practice;

4. Integrate appropriate technology to enhance learning;

5. Demonstrate a commitment to lifelong learning;

Reflective Principled Educational Leaders…

6. Develop and describe their philosophy of education and reflect upon its impact in

the teaching and learning environment;

7. Develop and manage meaningful educational experiences that address the needs

of all learners with respect for their individual and cultural characteristics;

8. Construct, foster, and maintain a learner-centered environment in which all

learners contribute and are actively engaged;

9. Apply their understanding of both context and research to plan, structure,

facilitate, and monitor effective teaching and learning in the context of continual

assessment;

10. Reexamine their practice by reflectively and critically asking questions and seeking

answers;

Ethical Principled Educational Leaders…

11. Demonstrate commitment to a safe, supportive learning environment;

12. Embrace and adhere to appropriate professional codes of ethics;

13. Value diversity and exhibit a caring, fair, and respectful attitude and respect toward all cultures;

14. Establish rapport with students, families, colleagues, and community;

15. Meet obligations on time, dress professionally, and use language appropriately.

LEARNING AND DEVELOPMENTAL GOALS, EVALUATION METHODS and

CORRELATION TO THE CONCEPTUAL BASE:

  1. Explore the impact of college on students. CF 6
  2. Understand the history, philosophy and trends in college counseling and student development. CF 1;

C SACC A.1.

  1. Know the sociopolitical and socioeconomic forces that impact upon all students. CF 1; C SACC E.3.
  2. Understand the effect of discrimination and oppression in postsecondary education. CF 14; C SACC E.4.
  3. Understand postsecondary student development in a multicultural society and characteristics such as immigrant

status, disability, extreme ability or talent, cultural background, spirituality, and family situation. CF 14; C

SACC E.1.

  1. Understand the origins of contemporary practices and issues in higher education CF 1; C SACC A.1.
  2. Explore issues about higher education’s purposes and policies. (CF 1)
  3. Understand the development of different types of educational institutions and various aspects of higher

education administration. CF 1; C SACC A.7.

  1. Examine the connections between higher education and other aspects of American culture. (CF 6)
  2. Understand the changes which have occurred in higher education. CF 1; C SACC A.1., A.7.

CLASS EXPECTATIONS

Class Attendance and Professionalism

One of the most important aspects of the education profession is that of professionalism. Punctual attendance in class is expected. The college policy will be followed. Attendance will be taken. Late assignments will be penalized. Active participation in class is a sign of professionalism.

Disability Disclosure

If you need accommodations because of a disability, please inform me immediately. Please see me privately, either after class or in my office. To initiate accommodation, students must register with the Office of Access Services, Instruction and Support (OASIS) located in room 105 Thompson Hall or call 953-1820 to set up an appointment. This office is responsible for reviewing documentation provided by students requesting academic accommodation and for accommodation in cooperation with students and instructors as needed and consistent with course requirements.

Honor Statement

As a professional educator, integrity is an expectation. Students of The School of Education at The Citadel are expected to meet the standards set forth in the Citadel Code. Available at:

“I will not lie, cheat, or steal, or tolerate those who do.”

Cheating and plagiarism violations will be reported and a failing grade will be assigned for the work in question. This class will follow The Citadel Honor Manual regarding plagiarism: "Plagiarism is the act of using someone else's words or ideas as your own without giving proper credit to the sources:

  • When you quote another's words exactly you must use quotation marks and a footnote (or an indication in your paragraph) to tell exactly where the words came from, down to the page number(s). When you mix another's words and ideas with your own in one or more sentences, partially quoting the source exactly and partially substituting your own words, you must put quotation marks around the words you quote and not around your own. Then you cite the source, down to the page number(s).
  • When you paraphrase another's words or ideas, that is, when you substitute your words for another's words, but keep their idea(s), you do not use quotation marks, but you must cite the source, down to the page number(s).
  • When you use only another's idea(s), knowing that they are the other's ideas, you must cite the source of that idea or those ideas, down to the page number(s).
  • Citing the source means giving, as a minimum, the author, the title of the book, and the page number. (The Citadel Honor Manual)

GRADING CRITERIA AND PROCESS:

Methods of Assessment

ASSIGNMENT

/ POINTS POSSIBLE
Participation / 10
Paper #1: Historical Roots of an Institution:Paper and Presentation / 20
Paper #2: Analysis of Current/Future Issue: Paperand / 20
Presentation
Paper #3 Purpose of Higher Education –Final Summary / 20
Class Quiz Chapters 1-6 / 30
Total Points / 100

Grading Scale

Grades are determined based upon the following scale.

A = 90 – 100%

B = 80 – 89%

C = 70 – 79%

A grade below 70% will result in the student repeating the course.

COURSE SCHEDULE
Date / Topic / Readings and Videos on Student Life for Each Chapter / Assignment
10/20 / Introduction to EDUC 613 and discussion of assignments. / Read syllabus, choose a university for your first paper, consider the topic for the second paper, order textbook or purchase at bookstore. This is a discussion and may be changed later.
10/27 / Cohen and Kisker Chapter 1,2, and 3 / Topic Submission for paper #2 for Discussion
11/28 / Cohen and Kisker Chapter 3, 4, and5 presentation / Presentation on student life for chapter 1, 2 and 3 and outline of chapters and quiz for chapters. / Topic submission for paper #2 (final selection)
11/3 / Cohen and Kisker Chapter 4,5 and 6 presenetation / Presentations on student life for Chapter 4, 5 and 6. Outline and quiz for chapters.
11/10 / Research Project presentation / Each student will their research findings. 15 minutes / Paper # 1 due. Class presentations
11/17 / Research Project presentation / Each student will share their research findings. 15 minutes / Paper # 2 due . Class presentation
11/27 / Thanksgiving Break / No class / Outline of research projects due for paper # 2
12/1 / Final Class / Paper # 3 due final discussion and makeup.

Class Assignments:

FIRST PAPER & PRESENTATION: Analysis of the Historical Roots of a Higher Education Institution

This paper of approximately 6-7 pages should depict and analyze one institution of higher education (other than The Citadel). Choose an institution founded before 1976. Possible issues to address include the constituency of the college/university (i.e. students, sponsors); the mission, and particularly how it distinguishes itself from other institutions; institutional development during the years covered; and especially its relation to historical themes covered in this course. Each student will summarize his/her findings for the class in a presentation of 15-20 minutes. Institution to be approved by faculty.

SECOND PAPER & PRESENTATION: Analysis of a Current and/or Future Issue

The second paper should deal with your analysis and opinion on a current issue relating to an institution of higher education AND how the policy differs from a historical policy in approximately 3-4 pages. This can be a current policy or proposed policy .Youwill give a presentation on this paper and brieflyrespond to questions from the audience. Your presentation should beapproximately 15 minutes in length. Prepare a one-pagehandout for the class, summarizing the main points ofyour paper. Issues to be approved by the faculty.

Final Paper

The final paper should answer the question: What do you believe is the chief purpose of higher education today and how does this compare with the chief purpose in prior generations? Papers should be no more than 3 pages in length.

CACREP Standard

/ Learning Objective / Learning Outcomes
III. A.1. Understands the history, philosophy, and trends in student affairs and college counseling. / -Understand the history, philosophy and trends in college counseling and student development.
-Understand the origins of contemporary practices and issues in higher education
- Understand the changes, which have occurred in higher education. / Paper 1-3
Paper 1-3
Paper 1-3
III. A.7. Recognizes current trends in higher education and the diverse character of postsecondary education environments. / -Understand the development of different types of educational institutions and various aspects of higher education administration.
-Understand the changes, which have occurred in higher education. / Paper 1-3
III. E.1. Understands postsecondary student development in a multicultural society, including characteristics such as immigrant status, disability, extreme ability or talent, cultural background, spirituality, and family situation. / -Understand postsecondary student development in a multicultural society and characteristics such as immigrant
Status, disability, extreme ability or talent, cultural background, spirituality, and family situation. / Paper 1-3
Paper 1-3
Paper 1-3
III. E.3. Knows the sociopolitical and socioeconomic forces that affect all students. / -Know the sociopolitical and socioeconomic forces that impact upon all students / Paper 1-3
Paper 1-3
Paper 1-3
III. E.4. Understands the effect of discrimination and oppression in post secondary education. / -Understand the effect of discrimination and oppression in postsecondary education. / Paper 1-3
Paper 1-3
Paper 1-3

1