Introduction to Student Services and Organizational Theory EDH 7052 Fall 2011 Florida International University INSTRUCTOR: Dr.

Vicky Owles Dean of Students Miami Dade College, Room 3204 305-237-2308 vowles@mdc.edu http://drowlesedh7052.blogspot.com/ Office Hours by appointment or phone or after

class INTRODUCTION: This course is part of an overall College of Education conceptual framework which emphasizes particular forms of knowledge, skills, and dispositions. More specifically, the college seeks to create graduates who are stewards of their discipline, reflective inquirers, and mindful educators. Please review the Colleges conceptual framework at: http://education.fiu.edu/cf.htm. Within this overall conceptual framework, the higher education program promotes particular definitions of stewardship of the field of higher education, reflective inquiry in postsecondary settings, and mindful education in and outside the field of higher education. Please review the programs objectives at http://education.fiu.edu/graduate_programs/ms_highered.htm. The main purpose of this course is to provide the student with an overview and introduction to the field of student personnel services in higher education. This will be accomplished by examining and reviewing the field thorough its historical perspectives, philosophical/theoretical foundations, functional areas, legal concerns, student characteristics, administrative structures, and current as well as future issues. This course will also examine colleges and universities as organizations. We will investigate these organizations by critically reviewing theories of organizational behavior and governance. We will discuss the theoretical underpinnings of these organizations and apply them to real and hypothetical situations in order to develop an understanding of how authority and power are exercised in higher education.

This course syllabus provides a general plan for the course; deviations may be necessary. Please review the important policies listed below. These are university policies that will apply in this course. The Policy on Academic Misconduct can be found at http://www.fiu.edu/provost/polman/sec2web.html#2.44%20ACAD EMC%20MISCONDUCT. The Policy relating to Students with Special Needs can be found at http://drc.fiu.edu/Policies.php. The policy relating to Sexual Harassment can be found at http://www.fiu.edu/orgs/diversity/publications/EOPSexH.pdf. COURSE OBJECTIVES: The primary goal is to provide the student with a comprehensive introduction to the field of student personnel services and its role within the context of American higher education. Each student should: 1. Develop an understanding of the historical and theoretical/philosophical factors that influence the development of the student affairs profession. 2. Develop an understanding of the purpose, organizations, roles, and functions of various student personnel service areas and their relationship to each other and the academic community. 3. Develop an understanding of the changing nature of American higher education and how student personnel services may respond. 4. Develop an understanding of the role of professional literature and various professional associations as contributors to continuous professional development. 5. Develop skills of research and evaluation, analysis, synthesis, and communications (verbal and written) concerning issues and ideas salient to the student affairs profession. 6. Develop knowledge of current issues, ethics, future trends, and values as they affect the role of the student personnel professional. 7. Develop an understanding of how colleges and universities work and function in relation to organizational theory.

REQUIRED TEXTBOOK: Rentzs Student Affairs Practice in Higher Education (Third Edition) (2004) Charles C. Thomas Publisher, Springfield, IL How Colleges Work, Birnbaum, R., (1988) Josey-Bass, San Francisco COURSE REQUIREMENTS: Complete assigned readings before the class period, noting questions or issues you would like to raise in class. Actively participate in class discussions. The objectives of this course will be met through required readings, class discussions, written assignments, and class presentations. Final evaluation of your work will be based on your performance on these requirements. ASSIGNMENTS: 1. Readings as assigned 2. Written assignments a. Two critiques of journal articles Each critique should provide a brief summary of the article, with primary emphasis on an analysis of the article. Each critique should be double-spaced and no more than two pages in length. A different journal or source must be used for each critique. Be prepared to discuss your critiques in class. b. Student services issue paper Each student will prepare a research paper on an issue related to the field. The paper should support or challenge the issue and should provide a statement of your position, historical background, and supporting information regarding your stance. A list of relevant issues will be provided to the class, and one issue is to be selected by each student. The paper should be a minimum of five pages and no more than eight pages (doublespaced). References must be cited. You should be prepared to generate discussion from the class. 3. Group Project: The class will be divided on the first day of class into groups of 3 (or 4) students. Student groups will be randomly selected by the

professor. Each group will then select an institution using the basket method. Various selected institutions will be placed on pieces of paper and placed in the hat. The group will select a college or university based on the one selected and seek approval from the professor before moving forward. The group will go to the web site and decide who might be the best person to contact within the institution to get access to information about institutions structure, policies, level within the organization, level of faculty autonomy, and administrative and academic decision making. Creativity is key to this project. Each group will also be expected to investigate their respective school to uncover an issue that would be considered a good case study example to illustrate decision making by the institution. The group members should also examine documents such as web sites, admission materials, school newspapers etc. Each group will use the organizational theories we are studying in class to analyze their institution. Each group as we move through the units of organization theory and institutional unit levels will be expected to discuss how the theory helps them to understand and describe their institution. You will notice that each group will make a presentation to the class describing their institution using organizational theory (context, demographics, mission, external environment, structure, functions, policy, practice, and decision making). Presentations are scheduled for November 7, 14, 21, and 28. They will be an hour in length and should include enough time for questions and answers. Again, creativity in the presentation is important. Each group will also be responsible for turning in a binder/portfolio which will be organized in such a way that makes sense to the group. It should include notes/transcriptions from interviews, newspapers, web pages, source materials gathered, and any other materials the group used to come to conclusions about this institution. Individual 5-page reflection papers on how youve used organization theory to analyze an institution and what youve learned are due after the completion of your groups presentations. Place all the papers in the binder. Again, these reflection papers will be 10% of your grade. For papers submitted, please follow the style guidelines contained in the Publication Manual of the American Psychological Association (4th edition), 1994.

GRADING: Points 1. 2. 3. 4. Journal Critiques (2) Class Participation Student Services Issue Paper Group Project & Presentation Individual paper on project Total 20 (10 points each) 10 25 35 10 100

STATEMENT: Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of the university. All students are deemed by the university to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook. Misconduct includes: Cheatingthe unauthorized use of books, notes, aids, electronic sources, or assistance from another person with respect to examinations, course assignments, field service reports, class recitations, or the unauthorized possession of examination papers or course materials, whether originally authorized or not. Plagiarismthe use and appropriation of anothers work without any indication of the source and the representation of such work as the students own. Any student who fails to give credit for ideas, expressions, or materials taken from another source, including internet sources, is responsible for plagiarism.

Date

Discussion

Assignment for

August 22

Introduction & Expectations College in Box Activity College in a Box Class Discussion of readings NO CLASS HOLIDAY Class Discussion Speaker: Dr. Lourdes Oroza Review of Critiques Due: Critique #1 Student Activities Speaker: Eric Arneson Discussion of readings Residential Life Speaker: TBA Review of Critiques Discussion of readings Due: Critique #2 Speaker: Dr. Lenore Rodicio Student Conduct Speaker: Sarah Clegg Discussion of readings Orientation Speaker: Korrin Stanek Review of Issue Papers Due: Student Services Issue Paper Career Services Speaker: Shawna McNair Discussion of reading Retention & Transition Services Speaker: Dr. Janie Valdes (FIU) and Vanya Albury (MDC) Class Presentations (Team 1 and 2) Due: Project Binders & Individual Papers Class Presentations (Team 3

August 29 September 5 September 12

Next Class Read: Rentz Ch. 1 Read: Birnbaum Ch. 1 Blog article on Org Theory Read: Rentz Ch. 2 Read: Birnbaum Ch. 3 Read: Birnbaum Ch. 4 Read: Rentz Ch. 11 Read: Birnbaum Ch. 5 Read: Rentz Ch. 10 Read: Birnbaum Ch. 6 Read: Birnbaum Ch. 7

September 19 September 26

October 3 October 10 October 17

Read: Rentz. Ch.7 Read: Rentz. Ch. 9 Read: Rentz Ch. 5

October 24 October 31

Read: Rentz Ch. 3

November 7

November 14

November 21 November 28

and 4) Due: Project Binders & Individual Papers Class Presentations (Team 5 and 6) Due: Project Binders & Individual Papers Class Presentations (Team 7 and 8) Due Project Binders & Individual Papers *SYLLABUS SUBJECT TO CHANGE