COURSE SYLLABUS

EDUL 5567 CAPSTONE IN HIGHER EDUCATION 3 HOURS CREDIT SPRING SEMESTER Instructor: Dr. Bonita K. Butner SOE 332 (816) 235-2325 Fax (816) 235-5270 E-mail: Butnerb@umkc.edu Office Hours: Tuesday 1:00-3:00 p.m. Thursday 10-12noon (or by appointment)

Course Description This course will provide a culminating experience for students in the Higher Education masters program. The course is designed to integrate the core knowledge received in the masters curriculum with the professional experience of students in the program. In addition, in preparation for graduation, information on the job search process will be provided. Meeting Times The class will meet on Tuesday from 7:30-10:00 p.m. in Rm. 336. Goals and Objectives Goal: Equip students with the information and skills necessary to gain positions in their chosen functional area. Objective 1 - The student will become familiar with job search strategies Objective 2 - The student enhance their understanding of critical issues that impact higher education Objective 3 - The student will be able to synthesize information from a variety of sources to understand the complex nature of the higher education setting. Objective 4 - The student will demonstrate how experience and education coalesce to enhance job opportunities. Required Text
Harper, S. and Quaye, S. J. (2009). Student engagement in higher education. Routledge Press, New York, NY. Hirt, Joan(2006). Where you work matters. University Press International, New York, NY. Hamrick, F. A. & Benjamin, M. (2009). Maybe I should. University Press International, New York, NY.

The Chronicle of Higher Education

Assignments and Grading Grading will be based on demonstrated knowledge of the readings and material presented as represented by your class participation, class papers, and projects. Personal Philosophy Paper Professional Knowledge & Skills Paper Online Discussion (3 @ 10) Current Issue Discussion Class attendance & participation Total points possible Grading: 95-100 90-94 88-89 84-87 80-83 77-79 74-78 70-73 69 below = = = = = = = = = A AB+ B BC+ C CF 20 points 20 points 30 points 20 points 10 points 100 pts.

Personal Philosophy Paper (5-8 pages) (Objective 1 & 4): The purpose of this assignment is to assist you in identifying your core values and beliefs about education in general and working with students in particular. What has shaped who you are as a person and as a professional in this field? Your statement should be clear and should reflect your complex understanding of the field and your place in the field. The following questions may help as you write your philosophy statement: Goals & Objectives: This section should briefly describe how you decided to prepare for a career in higher education administration. Also include where you see yourself in the next 3 years. Personal Values and Commitments: In this section define and describe at least three personal values and beliefs. What values or beliefs guide your behavior as you interact with your environment? Why and how have you chosen these personal values? How are these personal values and beliefs enacted in your life? Provide examples. Professional Values: In this section define and describe at least three professional values or beliefs. What do you believe is important about education in general? About higher education? About your work with students?

Why and how have you chosen these professional values? How are these professional values enacted in your work? Provide examples. Discuss how your personal and professional values come together to form a coherent whole philosophy and approach to your work in higher education.

Conclusion: How would you characterize the fit between you and working with students in a postsecondary setting? Condensing your statement: After you have written your 5-8 pages, develop a one page statement for future employers that succinctly states your personal and professional values. NOTE: Students will be required to submit a hard copy of both papers to the instructor. Please keep in mind that this is a working document. Values and beliefs will be shaped by your experience in a higher education setting. Consider this a beginning framework for the remainder of your career. Professional Knowledge and Skills Paper (6-10 pages) (Objectives 1 & 4): The purpose of this paper is to delineate what you know and the skills you have developed through your coursework and professional experience. The Higher Education Program learning outcomes will serve as a framework for this paper. Consider the following as you construct your paper: Knowledge: Identify at least three areas where you feel you have some knowledge. These areas can be those that you know something about or that you want to expand your knowledge. Describe each area as clearly and specifically as you can. Why have you identified these areas? How will this knowledge contribute to your professional development and success? Skills: Identify at least three skills that you have developed through you professional work. What can you do now that you could not do when you started this program? What skills have you enhanced via your professional work experience? How will these skills contribute to your professional development and success? Professional Development Plan: Create a professional development plan for each of the areas you highlighted in the previous two sections. What will you do over the next 2-3 years to address the areas? Be specific and provide examples (e.g., What books or articles might you read? What websites or videos will you watch? What classes, conferences, etc. will you attend?) Condensing your statement: After you have written your 6-10 pages, develop a one page statement for future employers that succinctly state your knowledge and skills. NOTE: Students will be required to submit a hard copy of both papers to the instructor and should upload a copy of the 6-10 page paper to LiveText.
Framework taken from M. Wilson, Bowling Green University

Current Issues Discussion (Objective 2): The purpose of this assignment is to assist in highlighting current issues in higher education. You will be placed in groups of three to create a presentation on a current, contemporary and/or controversial issue in higher education. Documents and websites for this assignment have been selected by the instructor. They are listed at the end of the syllabus and presentation dates for each document/website is indicated in the syllabus. Each presentation should be 30-45 minutes and should end with 2-3 discussion questions for the class. Case Study Online and General Topic Discussion ( Objective 3): Students will be placed in groups of 5 or 6 to evaluate and discuss the assigned case studies. A case study protocol will be given to guide the evaluation and discussion. Class Participation: Each student is expected to come to class prepared to participate in classroom discussion. Discussions will center on the readings and emerging issues in higher education. Unexcused absences will result in the following: 1 absence = 3 point reduction; 2 absences = 6 point reduction; 3 absences = 12 point reduction. More than 3 unexcused absences will result in a failing grade. On time arrival is important and appreciated by both instructor and peers. Class will begin at the designated hour. If you anticipate an absence, you should notify the instructor in advance via e-mail or telephone call. There will be no make-up work.

General Information Students with Disabilities-To obtain disability related accommodations and/or auxiliary aids, students with disabilities must contact the Office of Services for Students with Disabilities (OSSD) as soon as possible. To contact OSSD call (816) 235-5696. Once verified, OSSD will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Academic Honesty-It is the philosophy of the University of Missouri Kansas City that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. Students who encounter difficulty in their courses because of the English proficiency of their instructors should speak directly with their instructors. If additional assistance is needed, they may contact the UMKC Help Line at 816-235-2222 for assistance. NOTE: All written assignments will be checked through Turnitin.com. This service checks for originality of writing, so proper citations are needed in all of your work. Attendance Policy-Student's are expected to attend and participate in the class. However, excused absences are permitted and applied in a non-discriminatory manner. Excused absences include absences due to illness of the student, illness of an immediate family member for whom the student must care, death of an immediate family member, religious observance (where the nature of the observance prevents the student for being present during class), representation of UMKC in an official capacity, and other compelling circumstances beyond the student's control. Students should notify instructors of excused absences in advance, where possible, provide the documentation upon request to substantiate the excuse. Students who have an excused absence are expected and responsible to make arrangements with instructors for alternative or make-up work. Such arrangements should be made in advance of the absence, where possible. Unexcused absences should be avoided and may result in the lowering of a student's grade. If you have a grievance or concern: The School of Education has policies in place for assisting students with concerns and grievances. The procedure for a grade appeal may be found at: http://www.umkc.edu/helpline/grade_appeals.asp. If you have other concerns, you should follow a similar process. The first step is to meet with the course instructor. If there is no satisfactory resolution of the problem, you may bring your concern to the Division chairperson. We recommend that you send the chairperson your concern in writing and request a meeting. If the chairperson is unable to resolve the issue, your next step would be to contact Dr. Ginny Miller, Assistant Dean. Once again, we recommend that you send your concern in writing and follow-up with a request for a meeting.

Class Schedule (Subject to change) January 22 Topic: Introductions and review syllabus Assignment for next class session: Review the learning outcomes for the Masters program. January 29 Topic: What does it mean to be a professional in the field? Making the transition from graduate student to professional READ: http://www.naspa.org/about/standards.cfm READ: Where You Work Matters: Chapters 1-4 Discuss SOE-Higher Education Learning Outcomes February 5 Topic: Job Search Strategies Read: Where You Work Matters: Chapters 5-8 Guest Speaker: LaShaundra Randolph UMKC Assignment for next class session: Bring your resume February 12 Topic: Job Search Strategies Continue discussion of workplace settings, job search, and values and beliefs Read: Ethical Principles Statement: http://www2.myacpa.org/ethics/statement.php Guest Speaker: Tentative Dr. Eric Grospitch
Review resume

February 19
Topic: Online Discussion: The Non-Academics Role in Student Learning (Discussion

questions will be provided) Read: Learning Reconsidered 1 (available at http://www.myacpa.org/pub/documents/learningreconsidered.pdf February 26 Topic: Online Discussion: Maybe I Should: Chapters 1, 2 & Case Study Advising from the Heart and Head. (Case Study protocol and discussion questions will be provided) March 5 Topic: Online Discussion: Maybe I Should: Case Studies Must the Show Go On? or Judicial Affairs and Star Athletes (Follow protocol and discussion questions

March 12 Topic: Discussion of Knowledge and Skills Read: Professional Competency Goals for the Profession at http://www2.myacpa.org/au/governance/Joint_Task_Force_of_Professional_Competenc ies.php March 19 Topic: Whats Race Got to Do With It? Video Discussion Read: Critical Race Theory, Racial Microaggression, and Campus Racial Climate: The Experience of African American Students http://www.jstor.org/stable/10.2307/2696265 Read: The Climate for Underrepresented Groups and Diversity on Campus http://www.heri.ucla.edu/briefs/urmbrief.php DUE: Personal Philosophy Paper March 26 No Class Spring Break April 2 Topic: Whats Race Got to Do With It? Video Discussion continued Read: Student Engagement in Higher Education: Selected chapters (1, 10, 11, 16) April 9
Topic: Departmental budgets: Where does the money come from?

Guest Speaker: Paris Saunders DUE: Professional Knowledge and Skills Paper April 16 Topic: Current Issues Presentation (2 Presentations: The Education Dashboard and The Chronicle of Higher Education ) April 23 Topic: Current Issues Presentation (2 Presentations: The Lumina Foundation A Stronger Nation and Returning to Learning) April 30 Topic: Current Issues Presentation (2 Presentations: The Lumina Foundation Dream Big.. and The Pew Research Center The Millennial Generation) May 7 Topic: Current Issues Presentation (1 Presentation: The International Comparative Higher Education and Financial Aid Project)

Final Night of Classes

Selected Bibliography Barr, M. J., & Albright, R. L. (1990). Rethinking the organizational role of student affairs. In M. J. Barr, M. L. Upcraft, and Assoc. New Futures for Student Affairs: Building a Vision of Professional Leadership and Practice. San Francisco: Jossey-Bass. Bryan, W. A. & Mullendore, R. H. (Eds.). (1992, Fall). Rights, freedoms, and responsibilities of students. New Directions for Student Services, no. 59. San Francisco: JosseyBass. Caruso, R. & Travelstead, W. W. (Eds.). (1987, Fall). Enhancing campus judicial systems. New Directions for Student Services, no. 39. San Francisco: Jossey-Bass. Chliwniak, L. (1997). Higher education leadership: Analyzing the gender gap. ASHEERIC Higher Education Report, 25(4). Dalton, J. (1988). Employment and supervision of student affairs personnel. In M. J. Barr & Assoc., Student Services and the Law: A Handbook for Practitioners. San Francisco: JosseyBass. Deegan, W. L. (1981). Managing student affairs programs: Methods, models, muddles. Palm Springs, CA: ETC Publications. Fried, J. (Ed.) (1997, Spring). Ethics for todays campus: New perspectives on education, student development, and institutional management. New Directions for Student Services, no. 77. San Francisco: Jossey-Bass. Hage, J. (1980). Theories of organization: Form, process, and transformation. New York: Wiley. Kuh, G. D. (1989). Organizational concepts and influences. In U. Delworth, G. R. Hanson, and Assoc., Student Services: A Handbook for the Profession (2nd ed.) San Francisco: Jossey-Bass. Kuh, G. D. (Ed.) (1983). Understanding student affairs organizations. New Directions for Student Services, no. 23. San Francisco: Jossey-Bass. Pavela, G. (1996, Spring). Judicial affairs and the future. In New Directions for Student Services, no. 73, pp 107-113. Schuh, J. H. (1990). Financial management for student affairs administrators. ACPA Media Publication, no. 48. San Francisco: Jossey-Bass.

Smith, M. C. & Fossey, R. (1995). Crime on campus. Legal issues and campus administration. American Council on Education. Phoenix, AZ: Oryx Press. Upcraft, M. L. & Poole, T. G. (1991). Ethical issues and administrative politics. New Directions for Students Services, no. 55. San Francisco: Jossey-Bass. Upcraft, M. L. (1988). Managing staff. In M. L. Upcraft and M. J. Barr, Managing Student Affairs Effectively. New Directions for Student Services, no. 41. San Francisco: JosseyBass. Weber, M. (1947). The theory of social and economic organization. London: Oxford University Press. Weingartner, R. H. (1996). Fitting form to function. A primer on the organization of academic institutions. American Council on Education. Phoenix, AZ: Oryx Press. Woodard, Jr., D. B. (1995, Summer). Budgeting as a tool for policy in student affairs. . New Directions for Student Services, no. 70. San Francisco: Jossey-Bass.

Current Issues Discussion Papers/Websites

1. The United States Education Dashboard http://dashboard.ed.gov/dashboard.aspx What is the Education Dashboard? Report on: The Presidents 2020 Education Attainment Goals; and Postsecondary Education and Training 2. The Chronicle of Higher Education: The Gender Gap http://chronicle.com/section/Diversity-in-Academe/163/ Closing the Gap in Engagement; By the Numbers; Who is Studying What What are the implications for those working in higher education institutions? 3. The Lumina Foundation: Overview of Education http://www.luminafoundation.org/publications/A_Stronger_Nation-2012.pdf A Stronger Nation Through Higher Education http://www.luminafoundation.org/publications/A_Stronger_Nation-2012.pdf Returning to Learning: Adults Success in College is Key to Americas Future http://www.cccie.org/images/stories/DREAMING_BIG_CCCIE_Report_9-2012_final_version.pdf Dreaming Big: What Community Colleges Can do to Help Undocumented Immigrant Youth Achieve Their Potential 4. The Pew Research Center http://www.pewsocialtrends.org/series/the-millennial-generation/ The Millennial Generation NOTE: READ AND REPORT ON ALL SEVEN REPORTS LISTED 5. The International Comparative Higher Education and Financial Aid Project http://gse.buffalo.edu/org/IntHigherEdFinance/ Compare the educational and financial systems for the United States, the United Kingdom and South Africa

Grading Rubric EDUL 5567 Higher Education Capstone Professional Knowledge & Skills Paper

Relevant Aspects (30%)

Outstanding Paper includes all relevant aspects required in the syllabus (e.g., knowledge, skill, personal development plan)

Acceptable Paper includes some but not all aspects listed in syllabus

Unacceptable Paper includes only one aspect of listed in the syllabus

Evidence of Reflection (30%)

Paper gives evidence of deep personal thought and expression. Well developed reflection.

Paper gives some evidence of deep personal thought. Adequately developed reflection.

Paper lacks evidence of personal thought. No internalization by the author

Examples (15%)

Paper uses specific and concrete examples to support values and beliefs.

Paper uses concrete examples to support one or two of the values listed.

Paper uses not examples.

Organization/Grammar / Punctuation (25%)

Paper is clear and concise; wellorganized; easy to follow and no grammatical errors.

Paper is clear, but difficult to follow in places. Less than 5 grammatical errors.

Paper is unclear and poorly organized. There are more than five grammatical errors.

Philosophy Paper

Scoring Rubric
Exemplary Goals and Objectives Proficient Emerging Unacceptable

Demonstrates clear understanding of path to academe and it is reflected through use of specific details
Provides 3 or more personal values and clearly demonstrates through examples how they influence work Provides 3 or more professional values and clearly demonstrates how they interact w/personal values and how they influence work Clearly articulates personal fit

Demonstrates understanding of path to academe and uses concrete language to describe

Provides 3 personal values and demonstrates how they influence work. Some examples provided. Provides 3 professional values and has limited discussion of how they interact with personal values Articulates personal fit

Does not go deeply into the reflection of path to academe and uses some detail
Provides 2 personal values and has limited discussion about how they influence work Provides 2 professional values and has limited discussion of how they interact with personal values Some articulation of personal fit

Little or no explanation or reflection on learning, no or few details to support reflection

Provides one or fewer personal values with no discussion of how it influences work Provides 1 or fewer professional values and has no discussion of how they interact with personal values No expression of personal fit

Personal Values

Professional Values

Conclusion Mechanics and Sentence Structure

No errors in punctuation, spelling, etc. No error in sentence structure and word usage

Almost no errors in punctuation, spelling, etc., and almost no errors in sentence structure and word usage

Many errors in punctuation, spelling, etc. and many errors in sentence structure and word usage

Numerous and distracting error in punctuation, spelling, etc. and numerous and distracting errors in sentence structure and word usage

Grading Rubric Presentation

In evaluating an oral presentation, typically three critical areas are involved: delivery, content, and use of proper audio-visual aids. This rubric includes a listing of the specific areas under each of the three categories that are to be evaluated. Delivery 25% Articulate presentation with observable enthusiasm for the topic. Good eye contact and effective use of natural gestures. Awareness of audience reaction. Stayed in allotted time. Documentation from the literature supports statements made. Opinions grounded in theory. Evidence of having read broadly on topic. Effective use of examples. Focused presentation. Well-designed aids. Organized and timed appropriately. Aids appropriate to the audience, content, and presentation. Handouts Good presentation with some enthusiasm displayed. Eye contact maintained but limited gestures. Stayed in allotted time. Acceptable presentation. Limited eye contact or natural gestures. Not aware of time. Presentation needed work. Limited eye contact, lack of enthusiasm, exceeded time limit.

Content 70%

Some documentation from the literature. Some evidence of having read broadly on the topic but opinions given w/o grounding. Focused presentation. Good use of aids. Aids appropriate to audience but lacked sufficient content. Handouts.

Acceptable documentation. Little evidence of having read background literature. Presentation very broad.

Presentation needed work. Little evidence of having read background literature, lack of focus, no theoretical grounding.

Use of Proper Aids 5%

Acceptable use of Aids needed aids. Handouts work. Lacked provided. organization and inappropriate for the audience. No handout.

Comments