Syllabus updated January 18, 2001 ; always subject to modification

Catalogue Description
EDG 5710 Leadership and Administration in Higher Education (3) addresses the critical study of  student personnel functions and leadership strategies.  Attention is given to the history, ethical and legal issues, staff development programs, management and evaluation.

Prerequisite
EDG 5700 prior to EDG 5710; individuals with prior working experience in higher education need not meet the prerequisite.

Student Term Project Presentations, Spring, 2001
Student term project presentations, and the dates they will be presented, can be accessed via the following link:
http://www.eiu.edu/~eiucsp/termproj5710.html

Course Instructional Goals

1. To introduce students to major leadership theories and their applications to Student Affairs.

2. To have students inventory and develop personal professional skills and management styles.

3. To acquaint students with strategies useful in managing human and fiscal resources in Student Affairs

4. To inform students about the ethical, legal, and professional development dimensions of Student Affairs.

Course Expectations

1. Read assigned textbooks and prepared hand-out materials

2. Participate in class discussions; attendance is required.

3. Complete instructor-assigned projects:
 

A. Term Project

B. Weekly article memoranda

C. Chapter Outlines to assigned course texts
 

4. Join in visitation at Rose-Hulman Institute of Technology, date to be announced ASAP.

5. Complete the final take home examination.

Course Readings

    Amey, M. J. & Reesor, L. M. (eds). (1998).  Beginning your journey: A guide for new professionals in student affairs.  Washington, D. C.: National Association of Student Personnel Administrators.

    Barr, M. J. & Associates (1993). The handbook of student affairs administration. San Francisco: Jossey-Bass.

    Birnbaum, R. (1988).  How colleges work: The cybernetics of academic organization and leadership.  San Francisco: Jossey-Bass.

    Kouzes, J. M., & Posner, B. Z. (1995).  The leadership challenge: How to get extraordinary things done in organizations.

Selected handouts as they are provided, identified, or developed. Handouts may be instructor or student-produced.

The Chronicle of Higher Education (weekly). Students are encouraged to subscribe to the Chronicle due to its value in the first professional job search. Chronicle job listings can also be assessed via the Internet.
 
 

I. Term Case Study Project
The principal project for the semester will be the development of a case study based on an actual event which can be documented by tracing the course of the event by the use of campus and area newspapers in the locale of the campus where the event occurred. Carefully and chronologically describe the event and the conditions leading up to the event, the apparent actions of administrators in addressing the consequences of the event and the student response to their actions, and conclude the paper with an analysis of the appropriateness of the administrative behaviors. Document your analysis with references to the administrative literature. Where applicable, discuss alternative steps which might have been taken, and how those steps might have resulted in what you conclude would have been a more integrative (win-win) resolution to the issue.

You are encouraged to triangulate newspaper accounts with interviews of people who were principals in the event, as well as to locate internal documents which relate to the event.

As part of the assignment you will be expected to complete the following:

1. Submit a case study proposal patterned after the Call for Programs used to propose professional presentations at ACPA and NASPA Conventions (Due by January 31, 2000).  I will supply you with a Call for Programs form from a recent convention.

2. Meet with the instructor to discuss the strategy to present your case study at least a week in advance of your presentation.  Prepare a detailed outline of your presentation to cover 25 minutes' time. Be prepared to show the instructor copies of any media (handouts, transparencies, photographs, videos, etc.) that you plan to use in the presentation. The instructor's copy of the complete, documented case study is due at the time of the presentation planning meeting. Powerpoint presentations and internet-linked presentations are encouraged.

3. Provide a synopsis of your presentation and a short bibliography to all class members (no more than three pages) one week in advance of your case study presentation.

Information provided on the case study topic must be relevant to the topic of higher education administration in student personnel, made meaningful to the class, apply theory and research to practice, and use a variety of sources of information. Supporting materials (visual aids, handouts, etc.) should be professionally prepared with full citations. The class members should be involved in the presentation (group work, discussion, questions, etc.).

As a means of simulating the environment of a Convention Presentation, students will be requested to complete a Program Session Evaluation Form for each case study presentation (see sample convention evaluation form distributed in class). A summary report will be prepared by the instructor for the student's formative development of presentation skills. Student evaluations of performance will not be used for summative evaluation purposes (course final grade).

Sample case studies from prior semesters will be on reserve at Booth Library. Make a point of reviewing these studies early in the semester as a guide to your own planning and preparation.

In order to provide for meaningful discussion of case study topics, it may be necessary to divide the class into two sections for the latter half of the semester. If this is done, the class will meet as a whole for the first 40 minutes, then separate into the case study sections for the presentation of student papers.
 

II. Article Memoranda

At each class session, submit enough copies of an article memoranda relating to the topic of the class session for each member of the class, OR, send your memoranda to the CSD 5710 listserv, INTROCSP.   The memorandum will be retained or downloaded by the instructor for marking purposes. References to the articles are to follow APA style, 4th edition, 1994. Memoranda are to be in the following form:

     MEMORANDUM

     To: Charles G. Eberly
            Professor of Counseling and Student Development

     From: (your name/title)

     Re: (topic of article, but not necessarily the article title)

            In the body of the memorandum, discuss the article and its
administrative application.  Pay particular attention to practicality.
The object of these memoranda is to enable you to practice putting
theory into practice.  As a new professional, it is likely your
supervisor will request that you read materials and provide her/him
with an "Executive Summary" of the documents's content.  The last
paragraph of the memorandum is to be your critical evaluation of the
article.  List the complete reference in APA style at the bottom of the
memorandum.  Limit the memo to one page.

III. Chapter Outlines

Each week, a team of two students is to prepare an outline of the chapter under discussion for the current week in Barr and Associates,  Kouzes and Posner, and Birnbaum, and provide enough copies for distribution to the class at the beginning of the class period. Student teams and chapters to outline will be determined at the initial class session. There can be no "grace period" for this activity, as the outlines will be needed for that day's class discussion.
 

Course Performance Evaluation

Final course letter grades will be based on student performance on individual class presentations, the term project, article memoranda, chapter outlines, and the final examination. The final take home examination will be a personal problem-solving situation related to College Student Affairs. Marks for each project will be converted to standard scores and the weighted sums will be cumulated to produce the final course weighted standard score. Marks above a standard score of 55 will receive an "A", marks from 45.00 to 54.99 will receive a "B", and marks below 45.00 will receive a "C". The instructor reserves the option to award higher marks for lower standard scores, depending upon the overall quality of the class as a group. I do not intend to give "C's" to the "top twenty young speakers in the United States."
 

Term Project                  25%
Class Presentation       25%
Final Examination         25%
Weekly Memoranda     15%
Chapter Summaries     10%

Special Needs

Students with handicapping conditions are requested to inform the instructor so appropriate adjustments can be made to classroom accommodations and/or instructional procedures.
 

Primary Learning Model

This is a course which requires students to analyze, synthesize, and evaluate complex material, mental processes which are clearly higher order thinking skills. Group work and individual presentations will be supplemented with short lecture sessions. Students are encouraged to create an indexed notebook of their handouts, chapter outlines and article memoranda as a guide for their future use.

Joyce, B., Weil, M., & Showers, B. (1992). Models of teaching (4th ed.). Boston: Allyn & Bacon.

Figure 1: Conceptual Framework:

Advanced Level

In accordance with the Primary Learning Model: Ecological (Joyce, et. al., 1992), the specialized educational roles of: Curriculum Specialist, master teacher, counselor [student development specialist], and administrator are defined and driven by 81 specific objectives for advanced programs. The objectives build upon the Knowledge and Outcomes for the Basic programs.

Communication

In order to facilitate communication among course participants, the CSD 5710 listserv, Introcsp@eiu.edu will be used to promote discussion and sharing of information outside of the classroom. Each student is expected to subscribe to the listserv, and to check it regularly.  Time willing, the instructor will submit a list of questions to be discussed in the next class so students can come prepared to debate.

WebCT Enhancement, Spring, 2001

    This course will slowly be placed in a WebCT enhanced mode during the spring 2001 semester.  As a student, you can help me to create a better course that is more suited to your interests.  Please share any websites devoted to Administrative Leadership, Student Affairs, etc., which relate to the content of this course, or could relate to the content of this course on the INTROCSP listserv.  I am particularly interested in anything that you find which is in an interactive mode.
 
 

January 8, 2001

Introduction to the course. Explanation of course activities, determination of student working groups.
Presentation: Preparing Administrative Memos in Higher Education
Discussion:
Barr, Chapter 1: History and Philosophy of Student Affairs
Barr, Chapter 2: The Importance of the Institutional Mission
Barr, Chapter 32: Applying Professional Standards and Principles of Good Practice in Student Affairs
Birnbaum, Preface, Part I (Chapters 1, 2, and 3)
Kouzes and Posner, Part I (Knowing what leadership is really about)

No Class, Martin Luther King, Jr., Birthdate/Holiday

Money and Power: Who Has It?
Chapter Summaries begin with this class session
Discussion:
          Barr, Chapter 3: Instutional Governance and The Role of Student Affairs
Barr, Chapter 5: Fiscal Pressures on Higher Education and Student Affairs
Barr, Chapter 6:  Identifying and Working with Key Constituents
Barr, Chapter 18: Budgeting and Fiscal Management
Birnbaum, Part II (Chapter 4: The Collegial Institution)

Organizational and Management Issues
Discussion:
Barr, Chapter 7: Organizational and Administrative Models
Barr, Chapter 8: The Role of the Middle Manager
Barr, Chapter 10: The Political Dimensions of Decision Making
Kouzes and Posner, Part II (Challenging the Process)

Organizational and Management Issues (continued)
Discussion:
          Barr, Chapter 4: Understanding Campus Environments
Barr, Chapter 11: Planning, Managing, and Financing Facilities and Services
Barr, Chapter 12: Technological Changes in Student Affairs Administration
Birnbaum, Chapter 5, The Bureaucratic Institution
Kouzes and Posner, Part III (Inspiring a shared vision)

Essential Skills and Competencies
Discussion:
Barr, Chapter 9: Selecting, Training, Supervising, and Evaluating Staff
Barr, Chapter 25: Creating Effective Staff Development Programs
Barr, Chapter 26:  The Role of Professional Associations
Birnbaum, Chapter 6: The Political Institution
Kouzes and Posner, Part IV (Enabling others to act)

Essential Skills and Competencies (continued)
Discussion:
          Barr, Chapter 13: An Overview of Relevant Theories and Models for Student Affairs Practice
Barr, Chapter 14: Assessment in Student Affairs
Barr, Chapter 20: Developing Effective Campus and Community Relationships
Birnbaum, Chapter 7: The Anarchical Institution
Kouzes and Posner: Part V (Modeling the way)

Essential Skills and Competencies (continued)
Discussion:
Barr, Chapter 21: Managing Conflict Constructively
Barr, Chapter 22: Maintaining High Ethical Standards
Birnbaum, Part III, Integrating the models, and Chapter 8: The Cybernetic Institution
Kouzes and Posner, Part VI (Encouraging the heart)

March 1 - 4:  Oshkosh Placement Exchange, Oshkosh, Wisconsin
March 3 - 7:  American College Personnel Association Convention, Boston, Massachusetts

Acquiring and Developing Administrative Skills
Discussion:
Barr, Chapter 24:  Dealing with Campus Crisis
Barr, Chapter 19: Understanding the Legal Implications of Student Affairs Practice
Barr, Chapter 29:  Who are the New Students?
Birnbaum, Chapter 9: Effective Administration and Leadership in the Cybernetic Institution
Kouzes and Posner, Part VII (The Beginning of leadership)

            No Class; Spring Break is March 12-16, 2001

            NASPA Conference, Indianapolis, Indiana, March 17 - 21, 2001, Seattle, Washington
           ACA Conference, San Antonio, TX., March 15-20, 2001

March 19, 2001

           Dr. Will Hine, Dean, School of Adult and Continuing Education
            Adult and Continuing Education Today  (Guest Speaker)
            Acquiring and Developing Administrative Skills (continued)
            Discussion:
                    Barr, Chapter 27: Advancing Professionally Through Doctoral Education
                    Barr, Chapter 28: New Alternatives for Professional Development

March 26, 2001

Administrative Challenges for the Future
Simulation Exercise:  Birnbaum's Organized Anarchy College Simulation
First Student Presentations begin
Discussion:
        Barr, Chapter 15: Measuring Student Satisfaction and Need
        Barr, Chapter 16: Translating Theory and Assessment Results to Practice
        Barr, Chapter 17: Program Planning and Implementation

Administrative Challenges for the Future (continued)
Discussion:
Barr, Chapter 23:  Developing Partnerships with Academic Affairs to Enhance Student Learning
Barr, Chapter 30:  Supporting People, Programs, and Structures for Diversity
Student presentations continue

Essential Skills and Competencies (continued)
Discussion:
Barr, Chapter 31:  Fund Raising and Development
Barr, Chapter 33: Leadership for the Future
Student presentations

Assuming the Role of New Professional
Discussion: Amey & Reesor, Chapters 1 - 5
Student presentations
Rose-Hulman Field Trip - leave Charleston, IL., at 9:00 a.m., return at 5:00 p.m.
Class will be held at Rose-Hulman Union after a tour of the campus.  Lunch will
cost about $5.00.

Amey & Reesor (continued)
Student Presentations
Final Examination Distributed, due on next class session

Student Presentations Completed
Final Examination returned to instructor
 
 





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Selected Bibliography



































Baier, J. L., & Strong, T. S. (Eds.). (1994). Technology in student affairs: Issues, applications and trends. Washington, D. C.: American College Personnel Association.

Birnbaum, R. (1992). How academic leadership works: Understanding success and failure in the college presidency. San Francisco: Jossey-Bass.

Block, Peter. (1987). The empowered manager: Positive political skills at work. San Francisco: Jossey-Bass.

Bloland, P. A., Stamatakos, L. C., & Rogers, R. R. (1994). Reform in student affairs: A critique of student development. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse.

Clement, L. M., & Rickard, S. T. (1992). Effective leadership in student services: Voices from the field. San Francisco: Jossey-Bass.

Erwin, T. D. (1991). Assessing student learning and development: A guide to the principles, goals, and methods of determining college outcomes. San Francisco: Jossey-Bass.

Fried, Jane, & Assoc. (1995). Shifting paradigms in student affairs: Culture, context, teaching, and learning. Washington, D. C.: American College Personnel Association.

Gitlow, A. L. (1995). Reflections on higher education: A dean's view. Lanham, MD: University Press of America, Inc.

Guthrie, D. S. (Ed.). (1997). Student affairs reconsidered: A christian view of the profession and its contexts. Lanham, MD: University Press of America, Inc.

Kouzes, J. M., & Posner, B. Z. (1993). Credibility: How leaders gain and lose it, why people demand it. San Francisco: Jossey-Bass.

Kouzes, J. M., & Posner, B. Z. (1987). The leadership challenge: How to get extraordinary things done in organizations. San Francisco: Jossey-Bass.

Kuh, G. D., Schuh, J. D., Whitt, E. J., and Assoc. (1991). Involving colleges: Successful approaches to fostering student learning and development outside the classroom. San Francisco: Jossey-Bass.

Levine, A. (Ed.) (1993). Higher learning in america, 1980-2000. Baltimore, MD: Johns Hopkins University Press.

Levine, A., and Assoc. (1989). Shaping higher education's future: Demographic realities and opportunities, 1990-2000. San Francisco: Jossey-Bass.

Miller, T. K., Winston, R. B., and Assoc. (1991). Administration and leadership in student affairs: Actualizing student development in higher education (2nd ed.). Muncie, IN: Accelerated Development, Inc.

National Association of College and University Attorneys. (1989). Am I liable? Faculty, staff, and institutional liability in the college and university setting. Washington, D. C.: Author.

Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students. San Francisco: Jossey-Bass.

Peterson, M. W. (Ed.). (1987). Key resources on higher education, governance, management, and leadership: A guide to the literature. San Francisco: Jossey-Bass.

Sacks, Peter (1996). Generation "X" goes to college: An eye-opening account of teaching in postmodern america. Peru, IL: Open Court Trade and Academic Books.

Sandeen, A. (1991). The chief student affairs officer: Leader, manager, mediator, educator. San Francisco: Jossey-Bass.

Schuh, J. A. (Ed.). (1990). Financial management for student affairs administrators. Washington, D. C.: American College Personnel Association

Tederman, J. S. (1997). Advice from the dean: A personal perspective on the philosophy, roles, and approaches of a dean at a small, private, liberal arts college. Washington, D. C.: NASPA.

Turner, F. M. (Ed.) (1996). The idea of a university: John Henry Newman. New Haven: Yale University Press.

Upcraft, M L., & Schuh, J. H. (1996). Assessment in student affairs: A guide for practitioners. San Francisco: Jossey-Bass.

Van Patten, J. J. (1996). The culture of higher education: A case study approach. Lanham, MD: University of Press of America, Inc.

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