HIED 600 Foundations of Higher Education (Online)

Syllabus 2020 Spring Semester

Instructor Information Gerald W. Kiel, PhD

207-7 Framptom

(301) 687- 4432 (Office)

(440) 488-5816 (Cell)

gwkiel@frostburg.edu

Office Hours: Office hours are shown below. Other times available upon request.

Monday 2-3 pm

Tuesday 3-4 pm

Wednesday 2-4 pm

Thursday 8-9 am (by cell phone only)

Required Texts:

American Psychological Association. (2010). Publication manual of the American Psychological

Association (6th ed). Washington, DC: Author.

Bastedo, M., Altbach, P., & Gumport, P. (2016). American Higher Education in the Twenty-First

Century: Social, Political, and Economic Challenges, 4th Edition, The Johns Hopkins University Press,

Baltimore, ISBN: 978- 1421419909

Additional readings will be required for this course and will be provided be the instructor. These

materials will be made available to students through the course Canvas site.

Course Description

This course is designed to introduce graduate students to the historical foundations of higher education and its

primary areas of responsibility. Topics include the historical development and purpose of higher education, the

college and university organizational structures, the evolution of mission and purpose in American higher

education, access to and exclusion from higher education, the student experience in colleges and universities,

and salient issues surrounding external forces such as accreditation, decreasing funding, value of degree, college

readiness, retention and degree completion. The class is offered as an 100% asynchronous online course.

Course Learning Outcomes

As a result of taking this class the student will be able to

• Evaluate the historical and philosophical influences of education, and in particular, higher education

(evidenced by submission of a satisfactory Critical Response Paper and topical discussion board posts)

• Identify and analyze the different types of higher education institutions and their functions/missions and

intended outcomes (validated by submission of satisfactory Mission Assessment and Organizational

Analysis assignments and discussion board posts)

• Evaluate the roles and influences of federal and state governments in higher education (evidenced

through submission of a satisfactory Critical Response Paper and discussion board posts)

• Evaluate the core functions of the different administrative units in higher education and review the

salient functions, staffing, and operations of one FSU administrative unit (validated by creating a

satisfactory Final Presentation)

• Evaluate the governance structures found in higher education and the roles played by faculty,

administration, students, and external stakeholders, and analyze one institution (evidenced through

submitting a satisfactory Organizational Analysis assignment and discussion board posts)

• Analyze and critique the salient external forces that impact higher education, such as federal and state

regulations and accrediting bodies (validated through reflective discussion board posts)

• Analyze current and future technological, ethical, and legal issues in higher education (validated through

producing satisfactory discussion board posts)

• Assess the impact and importance of diversity and globalization in higher education (evidenced by

submission of a satisfactory Critical Response Paper)

• Analyze and synthesize institutional mission, structure, and academic offerings in light of changing

environments and expectations of stakeholders and external forces (validated by submission of a

satisfactory Final Presentation and Critical Response Paper)

• Apply continuous improvement techniques in communication, analytical and writing skills (validated

though submission of assessments appropriate for a master’s level university student)

Course modules will open at 8:00 on Monday each week and will remain open through the end of Final

Exam week. Modules each have their own learning outcomes which will be listed on separate pages

within the modules.

Course Assignments

All assignments will be due by no later than 11:59 pm on Friday of the week in which they are due.

1. Mission Statement Analysis - Students will research an institution’s mission statement and mission-

related website material and write a 3-page APA-format paper analyzing the mission, type, control,

structure, goals, and unique aspects of the institution (due Friday, February 21 by 11:59 pm).

2. Critical Response Papers (3) – Students will submit 1-2 page responses to assigned readings and

specific prompts to help clarify their understanding of the materials and to think critically about them.

Papers will cover the readings and class discussions from weeks 4-6, weeks 7-9, and weeks 10-12 (due

on the following Fridays: March 13, April 10, and April 24 by 11:59 pm).

3. Participation in online discussions (5) and submission of Self-Evaluations (2) – Students will be

expected to post meaningful responses to prompts and shared discussions. Each student will also be

assigned as a discussion leader for one week of the course. The discussion leader will post the initial

prompt, which must relate to that week’s topic, and the other students in the class will respond to it.

Your post should be designed to engender thoughtful discussion that helps enrich the learning on that

week’s topic(s). Discussion boards will occur in weeks 1, 4, 6, 9, and 13. Responses will be due by

11:59 pm on the Friday following the posting of the discussion prompt. I will post the prompt for

week one and will assign one of you to lead the discussion on each of the other four weeks.

Students will submit two brief self-evaluations (due on the following Fridays: February 14 and April

24 by 11:59 pm). The self-evaluations should be one page in length, and you should reflect on the most

important knowledge you have gained to that point in the course.

4. Organizational Analysis Paper - Students will select a specific FSU administrative unit from among a

discrete selection and review the organization, structure, goals, challenges, and impact of the unit on the

university. Research will include interviews with at least two key personnel from within the unit and a

brief review of current literature and standards for such units. Students will submit a 4-6-page APA-

format paper synthesizing topics covered in the course and including a critical analysis of the unit’s

integration into the university and suggested improvement strategies (due by Friday, May 8 by 11:59

pm).

5. Organizational Analysis Presentation – Students will demonstrate skill in professional presentation by

preparing a 10-15-minute video summary of their Organizational Analysis paper and responding to

questions submitted electronically by classmates and the instructor. A percentage of the performance

assessment will be drawn from classmates’ evaluation of the presentation (due by Friday, May 15 by

11:59 pm).

Grading Scheme

Assignment Points Due Date

Mission Statement Analysis 20 February 21

Critical Response Papers 20 each (60

total) March 13, April 10, and April 24

Organizational Analysis Paper 30

May 8

Organizational Analysis Presentation 30 May 15

Preparation & Participation 60

Self-Evaluation

5

each

(10

total)

February 14, April 24

Discussion Board Posts

10

each

(50

total)

11:59 pm of Sundays following initial

post

Total Points Possible = 200

Course Grading Scale A = 200-180; B = 179-160; C = 159-140; F = 139-0

Tentative Course Schedule

Please note that this schedule is subject to change. You are responsible for being aware of all changes as they

are announced. Changes to the schedule will be posted in Canvas.

Week Topic Assignments

1 Module 1:

Introductions

Review course syllabus

Jan.

27

and Course

Expectations

Historical

Context and

Purpose of

Education

Read weekly Class Notes

Read Bastedo et al. Chapters 1 and 5

Review American Education History: A Hypertext Timeline

http://www.eds-resources.com/educationhistorytimeline.html Watch “History of American Higher Education”

https://video.search.yahoo.com/search/video?fr=tightropetb&p=videos+on+the+his

tory+of+American+higher+education#id=0&vid=13ac3bee33753fbf90fb55835a2fe

d11&action=click

Read interview with Dr. Roger Geiger, the author of chapter one of our textbook

(in module)

Read Strauss, V. What’s the Purpose of Education in the 21st Century? Washington

Post. February 12, 2015.

https://www.washingtonpost.com/news/answer-sheet/wp/2015/02/12/whats-the-

purpose-of-education-in-the-21st-century/

Discussion Board #1 due 1/31 by 11:59pm

2

Feb.

3

Module 2:

Historical

Context and

Purpose of

Education

(cont.)

Read weekly Class Notes

Read Bastedo et al. Chapter 16

Read Shaker, G. and Plater, W. The Public Good, Productivity and Purpose: New

Economic Models for Higher Education. Retrieved from tiaainstitute.org

10/7/2019.

https://www.tiaainstitute.org/sites/default/files/presentations/2017-

02/institute_series_public_good_productivity_and_purpose.pdf

Read “College president aims to end stigma of 2-year schools” https://plaindealer-oh.newsmemory.com/?token=IJDYU4WVb5uWM3af8Gq2ZRbIThJPe4Z5

3

Feb.

10

Module 3:

Institution

Types,

Functions, and

Missions

Read weekly Class Notes

Read Bastedo et al. Chapter 7

Review Carnegie classifications (click on classification to see institutions in it)

http://carnegieclassifications.iu.edu/lookup/standard.php#

Review Carnegie classification system for institutions of higher education

http://carnegieclassifications.iu.edu/downloads/CCIHE2018-FactsFigures.pdf

Read Gaff, J. and Meacham, J. (Winter 2006). Learning Goals in Mission

Statements: Implications for Educational Leadership, Liberal Education, 92 (1).

https://www.aacu.org/publications-research/periodicals/learning-goals-mission-

statements-implications-educational

Read “Higher ed shrinks: number of colleges falls to lowest point in two decades”

https://www.insidehighered.com/news/2019/10/14/higher-ed-shrinks-number-colleges-falls-lowest-point-two-decades?utm_source=Inside+Higher+Ed&utm_campaign=c0c637c815-DNU_2019_COPY_01&utm_medium=email&utm_term=0_1fcbc04421-c0c637c815-236267029&mc_cid=c0c637c815&mc_eid=701c3e9c19

First Self-Evaluation due 2/14 by 11:59 pm

4

Feb.

17

Module 4:

Governance

and Structure

(The

President,

Trustees, and

Faculty)

Read weekly Class Notes

Read Bastedo et al. Chapter 6

Read Stoessel, J. W. (2013). Conceptualizing the Shared Governance Model in

American Higher Education: Considering the Governing Board, President

and Faculty. Inquiries Journal/Student Pulse, 5(12).

http://www.inquiriesjournal.com/a?id=818

Read Jay A. Perman, M.D., Named Fifth Chancellor of the University System of

Maryland

https://www.usmd.edu/newsroom/news/1947?cid=db&source=ams&sourceId=5084118

Read articles in module on recent campus unrest over governance-related matters

Discussion Board #2 due 2/21 by 11:59 pm

Mission Statement Analysis due 2/21 by 11:59 pm

5

Feb.

24

Module 5:

Focus on the

Faculty

Read weekly Class Notes

Bastedo et al. Chapters 2, 3, and 4

Read Francis, N. A Forty-Year Perspective from a University President. Retrieved

from Peer Review, Summer 2010, 12 (3). (in module)

Read AACU Peer Review article on views of today’s faculty on their roles in American higher education (in module)

6

Mar.

2

Module 6:

Functions of

Administrative

Units

Read weekly Class Notes

Read Keeling, R. et al. Horizontal and Vertical Structures: The Dynamics of

Organization in Higher Education, Liberal Education, Fall 2007, 93 (4).

(article in module)

https://www.aacu.org/publications-research/periodicals/horizontal-and-vertical-

structures-dynamics-organization-higher

Review Kent State University Organizational Chart (professor’s undergraduate

alma mater)

https://www.kent.edu/sites/default/files/file/KSU-Administrative-Leadership-Org-

Chart-09-16-2019.pdf

Discussion Board #3 due 3/6 by 11:59 pm

7

Mar.

9

Module 7:

Roles and

Influence of

State &

Federal

Government

and

Accrediting

Bodies

Read weekly Class Notes

Read Bastedo et al. Chapters 8 and 9

Read Eaton, J. Accreditation and the Federal Future of Higher Education.

Retrieved from http://www.aaup.org, October 7, 2019.

https://www.aaup.org/article/accreditation-and-federal-future-higher-

education#.XZtLvWZ7nv8

Review ACE Accreditation Task Force report (in module)

Review 50-State Comparison of Postsecondary Education Governance Structures

https://www.ecs.org/50-state-comparison-postsecondary-governance-structures/

Read “Top Education Department official discusses focus on public-facing data

rather than regulation” (article in module discusses President Trump’s plans for

higher education)

Read Rivas, O. and Jones, I. A Case Study: Accreditation Process Reviewed

Through the Lens of Organizational Change Models and the Five Stages of Grief.

Journal of Academic Administration in Higher Education. 10(1), 7-10.

https://files.eric.ed.gov/fulltext/EJ1140890.pdf

Critical Response Paper #1 due 3/13 by 11:59 pm 8

Mar.

23

Module 8:

Ethics and

Legal

Environment

Read weekly Class Notes

Read Bastedo et al. Chapter 10

Review the CAS Ethical Standards for Higher Education (in module)

Review the AAUA Ethical Standards for Administrators (in module)

Review Chronicle of Higher Education series of articles (2018) on Academic

Ethics (in module)

Review NACUA publication designed to aid colleges and universities in

determining the type and amount of legal counsel they need (in module)

9 Module 9:

Who Pays?

Read weekly Class Notes

Mar.

30

Financial Aid,

Scholarships,

Affordability,

and

Diminishing

State and

Federal

Funding

Read Bastedo et al. Chapter 1

Read Mitchell, M. Leachman, M. and Masterson, K. A Lost Decade in Higher

Education Funding. Retrieved from Center on Budget and Policy Priorities.

October 15, 2019.

https://www.cbpp.org/research/state-budget-and-tax/a-lost-decade-in-higher-

education-funding

Read Working College Students article (in module)

https://www.insidehighered.com/news/2019/11/18/most-college-students-work-and-thats-both-good-and-bad

Watch “The Higher Education Bubble”

https://www.youtube.com/watch?v=ZAwBN2Q8L14

Read “My University is Dying” (in module)

Discussion Board #4 due 4/3 by 11:59 pm

10

Apr.

6

Module 10:

College

Readiness,

Persistence and

Completion,

and Value of

Degree

Read weekly Class Notes

Read Bastedo et al Chapters 12 and 14

Read “Moving from Theory to Action: Building a Model of Institutional Action

for Student Success”

https://nces.ed.gov/npec/pdf/Tinto_Pusser_Report.pdf

Read Bichsel, J. Analytics in Higher Education: Benefits,

Barriers, Progress, and Recommendations (research report).

EDUCAUSE Center for Applied Research. (August 2012).

https://library.educause.edu/-

/media/files/library/2012/6/ers1207.pdf?la=en&hash=B6E84D1B3A1A0921609BF

64F298D741297DA3006

Watch “Best Kept Secrets of Retention” by Dr. Jim Black, CEO of SEMWORKS

https://youtu.be/HXb7nLwM1ZY

Read Pardee, C. Organizational Models for Advising. (2004) Retrieved from

NACADA Clearinghouse, October 5, 2019.

https://nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Organizational-

Models-for-Advising.aspx

Watch “Benefits of Higher Education in Today’s Society”

https://video.search.yahoo.com/search/video;_ylt=AwrE1xRVfqxdGi0A.xxXNyoA

;_ylu=X3oDMTByMDgyYjJiBGNvbG8DYmYxBHBvcwMyBHZ0aWQDBHNlY

wNzYw--

?p=on+the+history+of+american+higher+education&fr=tightropetb#id=31&vid=0

b4d7f2eda489fd4b14a8f3976156970&action=view

Read “Return on Students’ Investments Varies Over Time” (in module)

Critical Response Paper #2 due 4/10 by 11:59 pm

11

Apr.

13

Module 11:

Impact of

Digital

Technology

Read weekly Class Notes

Read Bastedo et al. Chapters 15

Read “How AI is Changing America’s Classrooms”

https://universitybusiness.com/how-ai-is-changing-americas-classrooms/

Read additional articles posted in module

12

Apr.

20

Module 12:

Enrollment

Management,

Diversity and

Inclusion

Read weekly Class Notes

Read Bastedo et al. Chapters 13

Read Black, J. The Art and Science of Enrollment Planning. (2008) Retrieved

from http://www.semworks.net/white-papers-books/the-art-and-science-of-

enrollment-planning.php, October 15, 2019.

Watch “The History of Blacks and Latinos in American Higher Education”

https://video.search.yahoo.com/search/video?fr=tightropetb&p=videos+on+the+his

tory+of+American+higher+education#id=6&vid=b4e149972a88908aa5d92100a62

4535c&action=view

Read article with interview with authors of “Rethinking Diversity Frameworks in

Higher Education” (in module)

Read selected articles dealing with aspects of enrollment enrollment management

(in module)

Second Self-Evaluation due 4/24 by 11:59 pm

Critical Response Paper #3 due 4/24 by 11:59 pm

13

Apr

27

Module 13:

Generation Z

and the

College of the

Future

Bastedo et al. Chapter 17

Read Dimock, M. “Defining generations: Where Millennials end and Generation Z

begins.” (January 17, 2019). Retrieved from https://www.pewresearch.org/fact-

tank/2019/01/17/where-millennials-end-and-generation-z-begins/, October 15,

2019.

Read “Signals and Shifts in the Postsecondary Landscape”

https://www.acenet.edu/Documents/Signals-and-Shifts-in-the-Postsecondary-Landscape.pdf

Read “Can A University Save the World?” (in module)

Discussion Board #5 due 5/1 by 11:59 pm

14

May

8

Final Papers Organizational Analysis Paper due 5/8 by 11:59 pm

15

May

15

Final

Presentations

Organizational Analysis Presentation due 5/15 by 11:59 pm

Academic Dishonesty

Academic dishonesty is defined to include any form of cheating and/or plagiarism. Cheating includes, but is not

limited to, such acts as stealing or altering testing instruments; falsifying the identity of persons for any

academic purpose; offering, giving, or receiving unauthorized assistance on an examination, quiz or other

written or oral material in a course; or falsifying information on any type of academic record. Plagiarism is the

presentation of written or oral material in a manner which conceals the true source of documentary material; or

the presentation of materials which uses hypotheses, conclusions, evidence, data, or the like, in a way that the

student appears to have done work which they did not, in fact, do. In cases involving academic dishonesty, a

failing grade or a grade of zero (0) for either an assignment and/or a course may be administered. Students who

are expelled or suspended for reasons of academic dishonesty may not be admissible to other institutions within

the University System of Maryland. Suspension or expulsion for academic dishonesty is noted on a student’s

academic transcript.

Accessibility and Accommodations

ADA Statement: Frostburg State University is committed to making all of its programs, services, and activities

accessible to persons with disabilities. Faculty will assist students with accommodations after confirming

eligibility with the Disability Support Services (DSS) Office. You may request accommodations through the

DSS Office. Contact Holly Veith, Director, Disability Support Services,150 Pullen Hall; Phone 301-687-4441;

Fax: (301) 687-4671; E-mail: hhveith@frostburg.edu

Students with Learning or Physical Disabilities

If you have a documented disability, please contact the Director of Disability Support Services, Holly Veith,

Director, Disability Support Services,150 Pullen Hall; Phone 301-687-4441; Fax: (301) 687-4671; E-mail:

hhveith@frostburg.edu. I want to be sure you receive appropriate accommodations as soon as possible.

Accessibility of Course Materials

I am committed to ensuring that all technologies utilized as part of this course are fully accessible to every

student in the course. Canvas, the Learning Management System (LMS) utilized by Frostburg State University,

is a leader in ensuring accessibility. You can review Canvas’ Accessibility Statement at the link below.

https://www.instructure.com/canvas/accessibility?newhome=canvas

You will also use other technologies in the course (e.g., YouTube, Turnitin). The link below provides access to

the software accessibility statements of many different software products, including those just mentioned.

Should you not find a software that you are using on the list, please contact Disability Support Services for

more assistance.

https://ecampus.oregonstate.edu/services/courses/accessibility.htm

Campus Closures and Delays

Announcements of campus closures and delays will be made via the main university number (301.687.4000,

option 2), the main page of the FSU website, the FSU email system, and BURG Alerts. While information may

be broadcast by radio and television, this should be confirmed by the web page, which is the official

announcement of the campus and which will be the information used to determine issues related to student

attendance, rescheduling of assignments, and other concerns.

Disruptive Behavior

The University will not tolerate disorderly or disruptive conduct which substantially threatens, harms, or

interferes with university personnel or orderly university processes and functions. Disruptive behavior includes,

but is not limited to, lewd behavior, yelling profanity, and creating disturbances requiring police or emergency

response. A faculty member may require a student to leave the classroom when his/her behavior disrupts the

learning environment of the class. A student found responsible for disruptive behavior in the classroom may be

administratively withdrawn from the course.

Email

Email is considered an official method for communication at FSU because it delivers information in a

convenient, timely, cost-effective, and environmentally aware manner. Students are expected to check their

official FSU email on a frequent and consistent basis in order to remain informed of university-related

communications. The instructor recommends checking e-mail at least three times a day (morning, afternoon,

and evening). Students are responsible for the consequences of not reading, in a timely fashion, university-

related communications sent to their official FSU e-mail.

Mandatory Reporting of Child Abuse

Please be aware that, according to Maryland law, faculty and staff are required to report allegations of child

abuse and neglect to University Police and to Child Protective Services. This obligation extends to disclosures

of past abuse even if the victim is now an adult and the abuser is deceased. My duty to report suspected child

abuse and neglect extends to disclosures that are made as part of classroom discussion and in writing

assignments.

Title IX Reporting

FSU is committed to campus safety and supporting survivors of violence. As an instructor, one of my

responsibilities is to help create a safe learning environment for my students and the campus as a whole. Please

be aware that I and many FSU employees are considered Responsible Employees who are required to relay any

information or reports of sexual misconduct they receive to the University’s Title IX Coordinator. This means

that if you share your or another FSU student’s experience with gender-based harassment, sexual

misconduct, relationship violence, and/or stalking I must report the information to the Title IX

Coordinator. Although I have to report the situation, you will still have options about how your case will be

handled. My goal is to make sure you are aware of the range of options available to you and have access to the

resources you need. The only exception to my reporting obligation is when such incidents are communicated

during class discussion, as part of an assignment for a class, or as part of a University-approved research

project.

If you or someone you know has experienced an incident of harassment or violence, please go to

www.frostburg.edu/titleix to find information on reporting options and the resources and services available for

support.

If you wish to speak to someone confidentially, you can contact any of the following on campus resources, who

are not required to report the incident to the Title IX Coordinator: (1) Counseling and Psychological services –

301.687.4234 or (2) Brady Health Center – 301.687.4310.

Veterans and Active Duty Military Personnel

Veterans and active duty military personnel with special circumstances (e.g., upcoming deployments, drill

requirements, disabilities) are welcome and encouraged to communicate these, in advance if possible, to the

instructor.

Guidelines for Written Assignments

Your writing must reflect scholarly characteristics, quality, and professionalism. As such, you should draft, edit,

re-write, and seek peer advice or writing center assistance to improve your work. All assignments should

conform to the standards of the APA Manual, 6th edition – EXCEPT you do not have to include a cover page,

abstract, or title; however, you should include your name and the assignment title in the header. Please note that

the reference page does not count toward the page count for an assignment.

Assignments should be submitted to Canvas as Microsoft Word (.doc or .docx) files by 11:59 pm on the date

they are due. Late assignments will be reduced by two points for each 24-hour period the assignment remains

late. [NOTE: Each point for an assignment equals one percent of the total course grade].

Revisions to the Syllabus

The instructor reserves the right to revise the syllabus. Students will be notified in a timely way of any

revisions made once the original syllabus is posted to Canvas.