GEORGIA SOUTHERN UNIVERSITY

COLLEGE OF EDUCATION
Department of Educational Leadership, Technology, and Human Development
American Higher Education (EDLD 7430)
SYLLABUS Fall 2011
Instructor:

Barry Dotson

Phone:

Work 912-538-3141
Home 912-565-0513

Email:

bdotson@GeorgiaSouthern.edu

Contact Information: You may contact the instructor via GeorgiaVIEW internal email,
GSU email, or by calling. You may call home phone until 10 p.m.
COURSE DESCRIPTION
Introductory examination of roles, functions, issues, trends, topics and activities in
institutions of higher education.
COURSE RATIONALE
It is important for students to have an introduction to the evolutionary nature of higher
education as a field of study and explore related research. It is essential to describe
higher education characteristics, including an examination of the four sides of the higher
education enterprise in light of historic and contemporary perspectives, approaches to
the study of higher education, its form, function, and the strategic and contemporary
issues facing the higher education administrator. Such an introductory survey course
has been recommended by members of the higher education community of scholars
associated with its varied learned societies.
COURSE OBJECTIVES
1.
2.
3.
4.
5.

Describe the historical and theoretical underpinnings of higher education as a

distinct field of study.
Identify the purpose and rationale for the professional study and practice of
education.
Describe concepts and theories regarding higher education in the United
States.
Describe the various sides of the higher education enterprise that can also be
viewed as areas of specialization.
Appreciate the diversity that exists in higher education professional practice in
terms of decision making and problem solving.

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6.

Examine research, literature, and resources available for the study of U. S.

higher education.
Prepare a higher education career trajectory.
Analyze a higher education institution utilizing the four sides of the enterprise.
Apply systems theory to the study of U. S. higher education.

7.
8.
9.

RELATIONSHIP TO COE CONCEPTUAL FRAMEWORK

The course objectives specifically address the four commitments that form the College
of Education's conceptual framework:
A.

Commitment to the Knowledge and Dispositions of the Profession:

Knowledge of the underlying constructs of Higher Education

Administration is a fundamental element of the profession. Candidate
learning activities are focused on professional knowledge
specifically
related to understanding the various components of Higher
Educational Administration as illustrated in complex
educational
institutions.
B.

Commitment to Diversity:

Candidates are exposed to the various components of educational

administration, including the diversity evident throughout Higher
Education Institutions. Candidates focus on the role of
diversity in higher
education institutions and how the concept of diversity
has changed the
higher education landscape. Candidates research,
write and discuss how
these constructs impact all learners and
employees of the institution.
C.

Commitment to Technology:
Candidates use technology to analyze and critique the various
administrative constructs and to report their findings. Candidates
GeorgiaVIEW to communicate with each other and to submit their
materials.

use
written
D.

Commitment to the Practice of Continuous Reflection and Assessment:

After experience in a higher education institution, candidates reflect on

the relationship between their personal knowledge of the various
constructs in comparison with other candidates. They also
critique and
assess the impact of their uses of the constructs on the
performance of
their educational institutions.

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Distance Learning: This course is offered completely online via GeorgiaVIEW. You may
access GeorgiaVIEW by going to My.GeorgiaSouthern.edu on Georgia Southerns
home page.
Course Outline/Description of Assignments: The instructor reserves the right to make
changes or modifications in the course and timeframe requirements as needed.
Students will be notified of any change in the course syllabus via email and through
content on the course web page
COURSE OUTLINE
Due
Date
8/25
9/1

9/8
9/15
9/22
9/29
10/6

10/13

Activities
Self-Introduction
Purposes and Values of Higher Education
Read Chapter 18, pp. 336-349, College Learning for the New
Global Century, and Goals: The Intended Outcomes of Higher
Education
Academic Affairs
Read Chapter 6, pp. 93 128 and Chapter 7, pp. 127 147
Academic Affairs
Read Help Wanted: Projections of Jobs and Education
Requirements Through 2018
Student Affairs
Read Chapter 11, pp. 189 212
Student Affairs
Read Principles of Good Practice in Student Affairs
Administrative Services
Read Measuring Up 2008, Burden of College Loans on
Graduates Grow, Trends in College Spending, Where Does All
That Tuition Go, and The Economics of Cost, Price, and Quality
in U.S. Higher Education.
Governance
Read Chapter 16, pp. 298 314 and Leadership Reconsidered:
Engaging Higher Education in Social Change

Assignment
Discussion
Written
Assignment
Discussion
Written
Assignment
Discussion
Discussion
Discussion

Written
Assignment

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10/20

Higher Education Website Review/Report

PowerPoint

10/27

Assessment in Higher Education

Read Chapter 21, pp. 384-395

Discussion

11/3

Higher Education Career Trajectory Report

11/10

Diversity Issues in Higher Education

Read Chapter 4, pp. 41-73, Chapter 13, pp. 229-248, Chapter
14, pp. 249-277 Chapter 15, pp. 278-291 and attached news
articles within this Learning Module.
Community Colleges
Read Chapter 23, pp. 407-416, and American Graduation
Initiative article.
Future of Higher Education
Read Chapter 5, pp. 74-87 and Epilogue on the Future of
American Higher Education, pp. 454-464 and Online Set for
More Growth
Final Projects Due

Written
Report
Written
Assignment

11/17
12/1

12/8

Discussion
Discussion

PowerPoint

Educational leaders are expected to be able to express ideas logically, clearly and
concisely in their writing. They are also expected to be able to demonstrate critical
thinking in the analysis of situations and the professional literature, while applying
knowledge to their personal and professional experiences. These exercises provide
opportunity for candidates to sharpen their writing, analytical and critical thinking
abilities. Self-reflective writing forces the students to fully consider their own positions
relative to the materials under examination at each juncture of the class.

INSTRUCTIONAL STRATEGIES/ACTIVITIES/TECHNOLOGY
This course is designed to provide the candidates with the opportunity to link the
theoretical issues presented in the readings and discussed in class with the practical
aspects concerning higher education. To facilitate linkages among the theoretical issues
explored in class, the readings, and learners own higher education experiences,
learners will:

Read the assignment prior to each class session

Engage in dialogue with peers on questions and topics generated by the
instructor
Actively engage in large and small group discussions, problem-solving activities,
and inquiry exercises related to the study of higher education
Complete written assignments
Integrate the use of technology into learning and research efforts

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Learning Module Assignments/Participation 59 % of final grade
Your active and thoughtful participation in class discussions is very important and
expected. This course is composed of weekly online instructional activities consisting of
required readings, written assignments, and bulletin board postings. Students are
expected to have read the required readings and be prepared to participate fully in
assignments. All students are expected to participate in Discussion postings. If you find
a comment pertinent to your situation, or something you can respond to through
experience or current concern or strong opinion, please post a reply. There is not quota
of replies, but you are expected to engage in a discussion through replies and failure to
do so will lower your grade. The assigned readings should be done so you can
contribute insightful ideas and questions and be prepared to respond knowledgeably
and insightfully to the ideas and questions of others. It is your responsibility to actively
contribute to the discussion.
Website Report 10 % of final grade
Each student will research a significant higher education website and report back to
their peers. This investigation should include the web address, purpose or mission,
sources of information available, and suggested uses for the website by those involved
in the study of higher education. In order to avoid duplication of reports, students should
email their selections during the first few weeks of the course. The student will post
information that conveys the attributes of the website via PowerPoint (8 to 10 slides).
Higher Education Career Trajectory Paper 10 % of final grade
The goal of this paper is for you to articulate your higher education career aspirations
and trajectory. Identify critical points or incidents that occurred in your own development
and/or describe educational experiences that influenced your decision. Discuss your
short and long-range career goals. Be sure to review sources such as The Chronicle of
Higher Education, Diverse Issues in Higher Education, and www.higheredjobs.com (job
advertisement sections) to discover required and preferred job qualifications for your
future job. These qualifications may help you formulate your career trajectory. This
document should be a minimum of 4 pages, double spaced.

Describe your higher education career aspirations

Provide a brief summary of critical points/incidents that influenced your career
decision
Discuss short and long-range goals
Identify required and preferred job qualifications for future job
Formulate a career trajectory
Discuss what you believe you will need to do to realize your career goal

This assignment will be graded using the following:

Student outlines a professional development plan that promotes long-range
growth in higher education
Student describes how he/she uses current professional literature to promote
professional growth

Student describes how he/she uses/or will use professional organizations to

promote professional growthspecifically mentioning conferences/meetings
Student describes a mentoring relationship that contributed/or will contribute to
professional growth
Student describes collaboration opportunities (inside and outside of the
profession) that promote professional growth

Adopt-A-U/Final Research Project 21 % of final grade

The size, scope, and organization of colleges and universities vary widely from state to
state. To help illustrate and understand the differences, each student in this course will
select a college or university (other than Georgia Southern University) to study. It is
suggested that you select an institution with a comprehensive and informative website.
Your adopted institution will provide information relating to the higher education
concepts presented in this course. You will prepare a PowerPoint presentation that
includes information on the type of institution (public/private), brief history, purpose or
mission, curricula and degrees offered, demographics (faculty/students), student
services provided, organizational and administrative structure and governance
employed. An analysis of how the institution employs the four sides of the institution
Academic Affairs, Student Affairs, Administrative, Governance -- should be included.
The assignments will be made following the initial class sessions so that students can
begin their research. The research report will consist of a PowerPoint presentation with
accompanying notes (using the note function of PowerPoint, not a separate report) for
each slide. In addition to clarifying and amplifying the content of the slide, use the note
function of PowerPoint to provide the references for the data and information the slide
contains.
EVALUATION/STUDENT ASSESSMENT
This course serves as an introduction to the literature concerning American higher
education as a field of study. It is primarily a readings course with class time devoted to
amplification of the research via discussion and presentation.
Class Evaluation Criteria:
A. Grades will be based on the following criteria:
Written Assignments 24 points
Discussion and Participation 35 points
Website Review10 points
Career Trajectory Paper 10 points
Research Paper with PowerPoint Presentation 21 points
B. Total points will be reflected in the following grading scheme:
A = 90 - 100 points (meets exceptional expectations)
B = 80 - 89 points (meets average expectations)
C = 70 - 79 points (meets minimum expectations)
F = Less than 70 points (does not meet expectations)

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REQUIRED/OPTIONAL TEXT AND READINGS
Required Texts:
Harper, S.R., & Jackson, J.F. (1st ed.). (2011). Introduction to American higher
education. Routledge, Taylor, and Francis.
Recommended Texts:
American Psychological Association (5th ed.), (2001). Publication Manual of the
American Psychological Association. Washington, DC: APA.

USEFUL WEB RESOURCES

Journal of Higher Education http://www.jstor.org/journals/00221546.html

Review of Higher Education
http://muse.jhu.edu/journals/review_of_higher_education
Research in Higher Education http://www.kluweronline.com/issn/03610365/contents
Change http://www.aahe.org/change/index.htm
Administrative Science Quarterly http://www.jstor.org/journals/00018392.html
Academe http://www.aaup.org/publications/Academe/index.htm
American Council on Education http://www.acenet.edu/
American Association for Higher Education http://www.aahe.org/
Association of American Universities http://www.aau.edu/
Association of American Colleges and Universities http://aacu-edu.org/
American Association of State Colleges and Universities http://aascu.org/
American Association of University Professors http://www.aaup.org/
American Association of Community Colleges http://aacc.nche.edu
Association of Governing Boards http://www.agb.org/
Association of Institutional Research http://airweb.org/
Association for the Study of Higher Education http://www.ashe.ws
Carnegie Foundation for the Advancement of Teaching
http://www.carnegiefoundation.org/
Carnegie Foundation Classification of Institutions of Higher Education
http://www.carnegiefoundation.org/Classification/
Council for Higher Education Accreditation http://www.chea.org/
National Association of College and University Business Officers
http://www.nacubo.org/
National Association of State Universities and Land Grant Colleges
http://www.nasulgc.org/
National Center for Postsecondary Improvement
http://www.stanford.edu/group/ncpi
National Center for Public Policy and Higher Education
http://www.highereducation.org/
Ohio Board of Regents http://www.regents.state.oh.us/

STUDENT ETHICS AND OTHER POLICY INFORMATION

University Policies
Academic Dishonesty

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Candidates at Georgia Southern University are an essential part of the academic
community, and enjoy substantial freedom within the framework of the educational
objectives of the institution. The freedom necessary for learning in a community so rich
in diversity and achieving success toward our educational objectives requires high
standards of academic integrity. Academic dishonesty has no place in an institution of
advanced learning. Georgia Southern University considers academic integrity as
essential part of each candidate's personal and intellectual growth. Instances of
academic dishonesty are addressed consistently. All members of the community
contribute actively to building a strong reputation of academic excellence and integrity at
Georgia Southern University.
It is each candidate's responsibility to know what constitutes academic dishonesty and
to seek clarification directly from the instructor if necessary. The Office of Judicial Affairs
is located in Russell Union room 2023 (912 478 7301). Examples of academic
dishonesty include, but are not limited to:

Submission of an assignment as the student's original work that is entirely or

partly the work of another person.
Failure to appropriately cite references from published or unpublished works or
print/non-print materials.
Unauthorized copying of an assignment in computer programming, or the
unauthorized examination or view of the computer, specifically during
examinations.
Possession and/or unauthorized use of tests, notes, books, calculators or
formulas stored in calculators not authorized by the instructor during an
examination.
Providing and/or receiving information from another student other than the
instructor, by any verbal or written means.
Observing or assisting another student's work.
Violation of the procedures prescribed by the professor to protect the integrity of
the examination.
Cooperation with a person involved in academic misconduct.

A candidate who has been accused of academic dishonesty will be asked to meet with
the course instructor. The matter can be resolved informally at the College level and/or
an academic sanction can be imposed. If the student opposes the decision, he/she may
appeal to the College Dean.
ADA Statement
Any candidate who has a disability that substantially limits learning in a higher education
setting may contact the Student Disability Resource Center) for information regarding
their eligibility for reasonable accommodations. The Center is Building 805 and the
office telephone number is 478-0666.
Diversity

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Together, we maintain an intellectual culture that is accessible, disciplined, free, safe,
and committed to excellence. By our behavior with one another we endorse a cultural of
diversity, celebrating the uniqueness of the individual and developing our understanding
and tolerance of differences in gender, ethnicity, age, spiritual belief, sexual orientation,
and physical and mental potential. We take responsibilities for sustaining a caring
culture, nurturing growth and fulfillment in one another and in the larger communities of
which we are a part. We insist on a culture of civility, united in our rejections of violence,
coercion, deceit, or terrorism. We work to increase collaboration, cooperation, and
consensus within rational dialogue characterized by mutual respect and consideration.
This is a responsible culture. We expect each member of our community to carry out
responsibly his or her duties for preserving the integrity, quality, and decency of our
environment and our discourse.
In order to accomplish the above-mentioned expectations and responsibilities, everyone
must engage in certain specific behaviors. Inside the classroom (webct environment),
the candidates are expected to respect the sanctity of the teaching/learning process by
expressing respect for the faculty member as the organizer and guide through this
learning experience, as well as for fellow candidates. Disruptive, disrespectful,
discriminatory, harassing, violent and/or threatening behavior is explicitly prohibited.
Candidates are expected to be responsible for their own learning and, in return, can
expect responsible teaching from the faculty member.
Course Policies
Responsible Attendance and Absences
As an adult learner you most likely have multiple roles and commitments to juggle. In
addition to being a student, you may be an employee, a parent, a community leader, or
a caregiver to a family member. If you are a full-time candidate, you are working to learn
a wide variety of new skills and to meet the expectations for multiple courses. As your
teacher, I too have many responsibilities and multiple roles. Therefore, we need to work
together to accomplish the intended learning outcomes for this course.
Responsible attendance means that you will plan your schedule so that you can
manage your time so that you can complete your assignments and assessments on or
before the date they are due.
For my part, I have provided a syllabus with a schedule listing module sessions and due
dates for assignments and assessments. I will work to keep the course on the published
schedule. If I make adjustments in the schedule, I will provide written a notice explaining
the change.
ALL module sessions are mandatory even though they are virtual class sessions.
If you miss a module session:

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Credit for participation can only be earned by participation. Unlike teaching, when
you are absent, there is no substitute candidate contributing to the learning on
your behalf, nor can the opportunities to contribute and learn from your peers be
held until your return. Each module happens only once and is a singular moment
in time.

Course Concerns
If you have any concerns, whatsoever, about any of the assignments or your
performance, please contact me. Do not wait until the assignment is due or the
performance cannot be rectified.
Deadlines
It is your responsibility to meet all of the deadlines for every assignment and assignment
task. Assignments will be given deadlines--ANY assignments not submitted on the
designated due dates and times will be considered late and deducted by 50%.
Ethics
Candidates are expected to display ethical behavior at all times. Cheating, plagiarism,
etc., will not be tolerated. The consequences of dishonest behavior will be
commensurate with the activity to include, but not be limited to, an 'F' for the class,
dialogue with administrators, and dismissal from the college.
Grades
Candidates grades will be submitted to the appropriate department at the end of the
semester (due dates for grades are determined by Georgia Southern University).
Students can obtain their grades via BannerWEB/WINGS.
Professionalism
All assignments must be submitted in a professional manner (typed, neat, organized,
headings, sub-headings as appropriate, etc.).
Respect
Class participants will undoubtedly express different opinions on subjects discussed
during the course of the semester. Different opinions and professional critiques of ideas
are welcomed and should be discussed to gain further knowledge of the varied
schematics individuals use to pattern and understand environmental factors.
How to Get the Most from this Learning Experience

Take charge of your own learning. Raise questions, probe, explore, go after what
you need.

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Be open. Use your imagination, consider new possibilities, and create something
new for yourself.

Give as well as receive. Give liberally to co-learners and be prepared to receive a

great deal from them.

Have fun. Plan to thoroughly enjoy this opportunity to learn and to grow in your
professional competence and satisfaction.
SELECTED BIBLIOGRAPHY

Altbach, P.G., Berdahl, R.O., & Gumport, P.J. (Eds.) (1998). American higher education
in the twenty-first century: Social, political, and economic challenges. Baltimore:
Johns Hopkins University Press.
Altbach, P.G., Gumport, P.J., & Johnstone, D.B. (Eds.) (2001). In defense of American
higher
education. Baltimore, MD: The Johns Hopkins University Press.
Balderston, F.E. (2nd ed.) (1995). Managing todays university: Strategies for viability,
change, and excellence. San Francisco: Jossey-Bass.
Bess, J. L. & Webster, D.S. (2nd ed.) (1999). Foundations of American higher education.
ASHE
Reader Series. Needham, MA: Pearson Custom Publishing.
Bohlman, LG. & Deal, T.E. (3rd ed.) (2003). Reframing organizations: Artistry, choice,
and leadership. San Francisco: Jossey-Bass.
Brubacher, J.S. & Rudy, W. (1990). Professional education. In Conrad, C.F. & Haworth,
J.G. (Eds.). Curriculum in transition: Perspectives on the undergraduate
experience. ASHE Reader Series. Needham Heights, MA: Ginn Press, 235241.
Conrad, C. F. & Haworth, J.G. (Eds.) (1990). Curriculum in transition: Perspectives on
the
undergraduate experience (ASHE Reader Series). Needham Heights, MA:
Ginn Press.
Dressel, P.L. & Mayhew, L.B. (1974). Higher education as a field of study: The
emergence of a
profession. San Francisco: Jossey-Bass.
Duryea, E.D. (2000). The academic corporation: A history of college and university
governing boards. New York: Falmer Press.
Goodchild, L.F. (Winter, 1991). Higher education as a field of study: Its origins,
programs, and
purposes, 1893-196). In Fife, J. & Goodchild, L.F. (Eds.)
Administration as a profession: New directions for higher education (76). San
Francisco: Jossey-Bass.

14
Karol, N.H. & Ginsburg, S.G. (1980). Managing the higher education enterprise. New
York: Wiley.
Peterson, M.W. (1973). Form, function, and strategic issues in the study of higher
education. Journal of Research and Development
Rhodes, F.H.T. (2001). The creation of the future: The role of the American university.
Cornell: Cornell University Press.
Rosovsky, H. (1990). The university: An owners manual. New York: W.W. Norton.
Westmeyer, P. (1990). Principles of governance and administration in higher education.
Springfield, IL: Charles C. Thomas Publishing.
Youn, T.I.K. & Murphy, P.B. (1997). Organizational studies in higher education. New
York: Garland Publishing.