High Tech in Higher Ed Syllabus for a course on technology in Student Affairs Submitted by: Ryan Barker, Gina Hurny, Amber Graham Schult, and John Turbeville.

High Tech in Higher EdSyllabus for a course on technology in Student Affairs

Submitted by: Ryan Barker, Gina Hurny, Amber Graham Schult, and John Turbeville

Syracuse University Higher Education Program

Course Description

Learning Outcomes

Required Readings

Assignments

Applying the Course

Course Schedule

References

Justification, Continued

Justification

Justification for a Course on Technology Issues in Higher Education

John Naisbitt's 1982 bestseller, MegaTrends, introduced the inherent tension between high touch and high tech. Naisbitt observed, "Whenever new technology is introduced into society, there must be a counterbalancing human response that is high touch or the technology is rejected. The more high tech, the more high touch (the response)," wrote Naisbitt in the first paragraph of the MegaTrends chapter, "Forced Technology, High Tech/High Touch."

While teaching and learning have traditionally been grounded in the physical classroom, technological advancement has the potential to change this. As Massy and Zemsky (1995) point out, “Information technology will change teaching and learning profoundly, no matter what the response of traditional higher education institutions. Just as the development of the printing press forever changed the teaching enterprise, information technology represents a fundamental change in the basic technology of teaching and learning” (p.1). Through both engaging in the current research and participating in an online teaching platform, students will be able to encounter first hand the changing trends in both teaching and learning.

Course Description

Justification, Continued

This course responds to the Consortium of Student Personnel Administration Program’s identified need for a course in Student Affairs and technology. We seek to empower students to rethink the impact technology has on higher education and Student Affairs. Beyond the micro level, institutions of higher education need to adapt with the evolution of new technology. “Students without state of the art technology are disadvantaged; institutions without resources to upgrade cannot compete…information technologies are dramatically reshaping the way instruction is delivered and business is done on college and university campuses”(Upcraft and Terenzini. 1999, p.4). Technology has cemented itself in higher education institutions, and preparation programs have a responsibility to expose our students to this aspect of college life.

Learning Outcomes

Required Readings

Assignments

Course Schedule

References

Applying the Course

Justification

Justification for a Course on Technology Issues in Higher Education

Course Description

Justification, Continued

This course will also attempt to consider multiple perspectives on technology. We have a duty to encourage diverse thought, and realize that not everyone experiences technology in the same way. “Technology has the potential to create haves and have-nots, putting women, minorities, and the economically disadvantaged behind the technology curve. We must ensure that anyone without the financial means or the computer literacy to access information technology can fully participate in the information revolution”(Komives and Peterson. 1997). The definition of diversity and disability shifts within the context of technology, and administrators must be prepared to deal with this change.

Learning Outcomes

Required Readings

Assignments

Course Schedule

References

Applying the Course

Justification

Justification for a Course on Technology Issues in Higher Education

Course Description

Learning Outcomes

Required Readings

Assignments

Course Schedule

References

Applying the Course

Justification

Justification for a Course on Technology Issues in Higher Education

This course seeks to address the value in employing a Student Affairs and technology course, with topics that fall into three categories:

1.)Efficiency: Organization and Administration, and Technology in Review

2.) Effectiveness: Teaching and Learning, Faculty, Principles and Practices, Risk Management, Assessment, and Legal Issues

3.) Student Development: Student Culture, Diverse Populations, Globalization, and the Future Outlook

Some may see no need for a course on student affairs and technology. We disagree. Student affairs work and technology are not mutually exclusive. In fact, student learning is heightened by the use of technology within the context of their academic and co-curricular experience. Furthermore, saying students will not need a course in Student Affairs and technology because they have grown up with computers and the internet is akin to finding Student Affairs preparation programs unnecessary since our students all attended college. If for no other reason, technology can increase the flexibility and access for students and teachers; therefore, it is an important topic to be covered for future professionals in Student Affairs.

Course Description

Learning Outcomes

Justification

This course is designed to introduce students to the key developments, practices, challenges, and benefits of technology use in higher educational settings. We will look at the history of teaching “technology,” ethical and legal issues, the impact on student development and culture, the effects on faculty and libraries, the changing of organizational structures, current best principles and practices, diverse populations and the “digital divide,” how technology is fostering globalization, and the future of the university in a digital age.

Because this is a new course in the program, it is expected to change and flow with student interests and new developments in the technology field. To incorporate this, several of the assignments will require students to sample the research to gain a personal take on technology. Students are encouraged to bring up articles and issues they find relevant.

In order to gain a hands-on experience with some of the technology out there, we will be utilizing the Blackboard © system for online journals and paper submission. This forum can also be used to post questions to the facilitators and other students in the course.

Course Description

Required Readings

Assignments

Course Schedule

References

Applying the Course

Learning Outcomes

• To develop an understanding of the application of current technologies to higher education, and to recognize the different impacts this application has across campus.

• To become aware of the benefits and challenges of technology for faculty, students affairs administrators, students, and special populations.

• To examine the legal and ethical discourse surrounding technology use on campuses.

• To identify and develop skills necessary to working in student affairs by applying them to a final project, including: critical thinking, program planning, assessment, writing and oral communication, and the ability to justify decisions based on research and its application.

• Allow students to conduct investigations into specific topics of technology and higher education pertinent to their own backgrounds and professional development goals.

Learning Outcomes, Continued

Justification

Learning Outcomes

Course Description

Required Readings

Assignments

Course Schedule

References

Applying the Course

• Something that is NOT a course objective is that students will understand and be able to use every technological application currently available. As computer applications evolve and are replaced constantly, the purpose of the course is not to learn individual programs, but instead to learn how they could be used in the classroom, and understand the use of general types of technology in higher education. Items like online forums, distance learning methods and online office hours will be discussed; however, if students want to learn about a specific application they can research this on their own. There is the opportunity to apply this to a course assignment at the end of the semester.

Accommodations• In a commitment to serving all students, if you have a disability that

will make it difficult for you to complete coursework on time, of if you require special accommodations, please let the facilitators know. Also if you do not have access to computer technology, which is necessary for some assignments, please bring this up.

Justification

Learning Outcomes

Course Description

Required Readings

Assignments

Course Schedule

References

Applying the Course

Learning Outcomes

Required Readings

Learning OutcomesTexts:

Dutton, W.H., & Loader, B.D. (Eds.). (2002). Digital academe: The new media and institutions of higher education and learning. New York:

Routledge.

Engstrom, C.M., & Kruger, K.W. (1997) Using technology to promote student learning: Opportunities for today and tomorrow. New Directions

for Student Services Series #78. San Francisco: Jossey Bass.

Also, numerous articles and chapters will be assigned from other texts and journals. The chapters will be placed in the Library Course Reserv (LCR), which you can access by going to the library’s webpage. The articles can be found in the library’s online database.

Justification

Required Readings

Course Description

Assignments

Course Schedule

References

Applying the Course

Assignments

Assignments, Continued

Required Readings

Participation (10%): While many ascribe to the view that technology will eventually do away with a traditional classroom, and that interpersonal communication will disappear, this course does not. Students are expected to participate in classroom discussions, and also discussions through the Blackboard online teaching platform. This requirement will be discussed in the section regarding journals.

Active Reading and Journaling (15%): Students are expected to have completed the reading for each week by the designated course time. It is your responsibility to be prepared to engage your fellow students in discussion, and it is difficult to do this without completing the assigned readings. In addition, every other week students will be expected to post an online journal to Blackboard. This should also be completed by class time. In the week following, students should log on and comment on two journals of other students. This should not be simple agreement or disagreement with the topic, but a thoughtful reflection invoked by the student’s journal entry.

Justification

Assignments

Course Description

Learning Outcomes

Course Schedule

References

Applying the Course

Assignments, Continued

Table Topic Presentation (20%): During the first class you will be assigned a class period in which to do a short (15 min) presentation. The presentation will be oral in nature, and does not need to include A/V technology. The presentation can take two forms:

•Topic presentation: After choosing a topic related to technology and higher education, read two articles, one from a higher education scholarly source, and one from a discipline outside of higher education. The presentation to the class should involved both multiple viewpoints of the topic.

•Technology evaluation: Select and evaluate a current technology application (such as the Dialogue project, WebCT, etc). This evaluation should include the “user-friendliness” of design, ease of learning the application, and comprehensiveness. Brainstorming of other possible uses for the technology would be appreciated.

•Presentations will be assigned for weeks 4-11. (Not listed in course schedule)

Justification

Assignments

Course Description

Learning Outcomes

Required Readings

Course Schedule

References

Applying the Course

Assignments

Midterm Paper (25%): For this paper you will investigate and evaluate a “high-technology use” university. Integration of class readings is essential to this evaluation, and you should be prepared to back up statements with research. Since every campus environment is different, it is important to get first hand accounts of the day-to-day operations of the university. This should be done through personal interviews, either in person, over the phone, online, or through email. If done through email, the interview should include multiple messages to allow you to develop a comprehensive view of the work the professional does. Paper length (10-15 pages)

•Things to look at for this assignment include the overall reliance on technology, services used, impacts on students, ease of integration, structure of the university, use of technology in teaching and training, assessment, evaluation and research, and attention to diverse needs of students. (Due Week 7)

Assignments, Continued

Justification

Assignments

Course Description

Learning Outcomes

Required Readings

Course Schedule

References

Applying the Course

Assignments

Final Group Presentation (30%): The purpose of this assignment is to integrate all of the components of this course. It is the year 2020. Your advisory group (5 members) is charged with creating a student affairs department within a university. The level of reliance on and inclusion of technology at the university is to be determined by your group, however, you are responsible for justifying the decision based on literature. You can decide anything from a completely virtual digital university to one revolting against the technological push. There is currently only your advisory board. Design and sell your concept for the division, with an emphasis on the use of technologies. Topics to address may include: What will the division look like? Are people hired to work in offices or are they not physically present at the university? How does the use of technology facilitate student learning? How does the use of technology facilitate institutional partnerships and collaboration? What forms of assessment will you utilize? How will you address legal/ethical issues? What is unique about your institution/division?

The presentation will be given to the class during the last class period. Use of multiple technologies such as PowerPoint, WebPages, audio/visual aids, publications, and any other creative uses is highly encouraged.

Justification

Assignments

Course Description

Learning Outcomes

Required Readings

Course Schedule

References

Applying the Course

Assignments

Next Class

Course Schedule

Assignments

This class will be used to jumpstart student’s awareness of the implications of technology in their lives as Student Affairs Professionals. The Merriam-Webster’s dictionary (2003) definition of technology is “the practical application of knowledge in a particular area, a manner of accomplishing a task especially using technical processes, methods, or knowledge.” However, put in the context of higher education, technology can become something quite different. In order to frame the rest of the semester, the class period will be discuss the definition of “technology,” and other important terms.

Aside from this discussion, the facilitators will discuss the syllabus, course expectations and how to access required readings.

Justification

Week 1: Why Should We Bother? - Introduction

Justification for class: This class will enable facilitators to discuss the syllabus and course expectations in greater detail, and introduce students to accessing readings through the Library Course Reserves and databases and the Blackboard teaching systems.

Course Description

Learning Outcomes

Required Readings

References

Applying the Course

Next Class

Imagine a technology that offers unsurpassed reliability and high-speed connectivity. A technology that can effect the way we learn and teach. That technology is here. It comes in many forms and is changing the nature of our work, the quality of learning, and society around us. It also presents barriers and challenges that need to be overcome.

Assigned Readings: Bates, A.W., & Poole, G. (2003). Effective teaching with technology in higher education. San Francisco, CA: Jossey-Bass. (Ch 1, available on LCR).Marino, A. (2003, Fall). Will the virtual textbook reinvent the physical classroom?

Succeed, 24-25. Rosevear, D. P. (2004, Winter). The past, present, and future of distance education.

Succeed, 10-11.

First Online Journal Due

Justification

Week 2: How Did We Get Here? – Technology in Review

Justification for class: Within the context of this class, students will gain a broad perspective of the challenges and changes that are taking place as a result of technology.

Course Description

Learning Outcomes

Required Readings

Assignments

References

Applying the Course

Course Schedule

Next Class

This class will address the impact of technology on the classroom. This includes the continuum of technology based learning, the impact of distance learning, the incorporation of technology and multimedia into the classroom, and the changing of epistemological and pedagogical paradigms.

Assigned Readings: D&L (Ch. 2, 3, & 5)Bates, W.A., & Poole, G. (2003). Effective teaching with technology in higher education. San Francisco, CA: Jossey-Bass. (Ch 2 & 6, available on LCR)Olsen, F. (2003). Videoconferencing with some life to it: The U. of Arizona finds that

pricey technology attracts distance-education students. The Chronicle of Higher Education, 49, 43, A.24.

Two Journal Reaction Posts Due

Justification

Week 3: What Does It Look Like? - Teaching & Learning

Justification for class: It is necessary to good student affairs practice to understand the nuances of challenges to the traditional classroom, and the benefits and disadvantages of combining technological advances and standard teaching practices.

Course Description

Learning Outcomes

Required Readings

Assignments

References

Applying the Course

Course Schedule

Next Class

Using a computer and the technology associated with it is becoming a daily activity for all college students. Computer use not only facilitates leisure activities but also assists in social interactions. However, critics argue that computer programs such as instant messenger and email inhibit face-to-face interactions and therefore add to social deprivation among today’s college students, leading to a breakdown in building a strong campus community.

Assigned Readings:Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. The Chronicle of Higher Education, 46, 23, A39-41.Chapplow, C. (2000, Summer). Online higher education. StudentAffairs.com Ejournal. http://studentaffairs.com/ejournal/Summer_2000/grad2.htmChenault, B.G. (1998). Developing personal and emotional relationships via computer mediated communication. Computer Mediated Communication Magazine ISSN 1076-027X, 5, 5.

Second Online Journal Due

Justification

Week 4: Who Does It Effect? - Student Culture

Justification for class: It is necessary examine the impact of technology not just on the institution, but on the students who attend college.

Course Description

Learning Outcomes

Required Readings

Assignments

References

Applying the Course

Course Schedule

Next Class

What are the needs of faculty when it comes to teaching, research, and tenure? This class will be used to examine the impact of technology on faculty, research, and library systems. While technology makes inter-institutional research possible, the rights to intellectual property can be challenged over ownership of computer networks. Censorship on networks and WebPages challenges ideas of academic freedom, while libraries are being pushed toward a stronger presence on the web.

Assigned Readings: Bates, A.W. (2000). Managing technological change. San Francisco, CA: Jossey- Bass. (Ch 5, available on LCR).Carlson, S. (2003). Library construction focuses more on books than on

technology, study finds. The Chronicle of Higher Education, 50, 17, p. 33.Foster, A.L., (2003) Technology: Less for computer systems but more for

security. The Chronicle of Higher Education, 50, 17, p.11.

Two Journal Reaction Posts Due

Justification

Week 5: Who Does It Effect? - Faculty

Justification for class: Collaboration with faculty is important to our work in Student Affairs. Therefore, it is necessary for us to examine the impacts of technology on the academic side of university life.

Course Description

Learning Outcomes

Required Readings

Assignments

References

Applying the Course

Course Schedule

Next Class

The Student Affairs paradigm is defined by face-to-face interactions with students, however technology has the potential to shift this. In this class the organization and administration of technology in Student Affairs will be looked at. More specifically we will examine staffing practices, funding, uses (performance programs, purchasing, and other administrivia), and ease of doing business through current technologies.

Assigned readings: D & L (Ch. 8, 11, & 12)

Third Online Journal Due

Justification

Week 6: What Does It Look Like? – Organization & Administration

Justification for class: Student affairs departments of the future may look very similar or extremely different from those we see today. It is necessary to address the shifting roles of professionals within an organization to prepare administrators for change.

Course Description

Learning Outcomes

Required Readings

Assignments

References

Applying the Course

Course Schedule

Next Class

Those in students affairs who use computer technology are more likely to be in the minority. However, in order to meet students were they are, it is necessary to incorporate technology into the every day duties of practitioners. A close look at the 2003 CAS standards for higher education reveals an increasing concern for functions that go beyond traditional student affairs organizational structures. More attention is being paid to the function of student affairs practice that sees less student contact. High-touch is being given up for High-tech.

Assigned Readings: D & L (Ch. 7, 13, & 22) Katz, R.N., & Associates. (1999) Tying things together: Advice for the practitioner.

In Katz, R.N., & Associates, Dancing with the devil: Information technology and the new competition in higher education. San Francisco, Jossey-Bass. (Ch 6,

available on LCR)

Midterm Paper Due! Two Journal Reaction Posts Due

Justification

Week 7: What Do We Do With This? - Principles & Practices

Justification for class: While understanding the theory and paradigms that inform practice is important, the course also has a goal of investigating current trends in application. This class period will be used to consider where we currently are in regards to technology use.

Course Description

Learning Outcomes

Required Readings

Assignments

References

Applying the Course

Course Schedule

Next Class

This class will utilize readings and student experiences to discuss the “digital divide” and issues of access and disability as related to technology. Populations looked at in the assigned readings include African Americans, Native Americans, Hispanic/Latino, women and students with disabilities.

Assigned Readings: Lindsay, B., & Poindexter, M.T. (2003). The Internet: Creating equity through continuous education

or perpetuating a digital divide? Comparative Education Review, 47, 1, 112-124.Gilroy, M. (2003). The digital divide: Myth or reality? The Hispanic Outlook in Higher Education,

13, 18, 10.Gorski, P. (2002). How computers still cheat girls. The Education Digest, 68, 3, 23-27.Davis, T., & Trebian, M. (2001). Shaping the destiny of Native American people by ending the digital divide. Educause Review, ID # ERM0112http://www.educause.edu/ir/library/pdf/ERM0112.pdfTreviranus, J., & Coombs, N. (2000, October). Bridging the digital divide in higher education. Paper

presented at the EDUCAUSE 2000 conference, Nashville, TN. http://www.educause.edu/ir/library/pdf/EDU0028.pdf

Fourth Online Journal Due

Justification

Week 8: Who’s Left Behind? – Diverse Populations

Justification for class: In an ever more diverse society, accounting for multiple viewpoints is necessary. This class will challenge students to develop an awareness of how a technological experience can be different depending on class, race, gender and disability.

Course Description

Learning Outcomes

Required Readings

Assignments

References

Applying the Course

Course Schedule

Next Class

In an era of increasing globalization, it is important to question both current practices and the future of “international universities.” This class will discuss how current for-profit global universities operate, the future of the globalization of higher education, how distance-learning enhances/encumbers internationalization, and the benefits of cross-cultural study for students, faculty and staff.

Assigned Readings:Blunkett, D. (2000, February 15). Digital dimensions David Blunkett announces a new initiative in

virtual higher education as part of a global vision of learning. The Guardian, p.1.Gould, R. (2003) Philosophy course summons experts via distance-learning technology. The Chronicle of Higher Education, 50, 15, A.6.Keats, D.W., Beebe, M., & Kullenberg, G. (2003). Using the Internet to enable developing country

universities to meet the challenges of globalization through collaborative virtual programs. First Monday, 8, 10. http://firstmonday.org/issues/issue8_10/keats/index.html

O’Hagan, C. (2002, May/June). Global universities: Sowing the seeds of the future, or hanging on to the past? The Technology Source. http://ts.mivu.org/default.asp?show=article&id906.

Two Journal Reaction Posts Due

Justification

Week 9: How Does This Affect The World? – Globalization

Justification for class: The internet and new teaching technology is not bound by geographical borders, and it is essential to discuss the pros and cons of offering higher education on a global scale.

Course Description

Learning Outcomes

Required Readings

Assignments

References

Applying the Course

Course Schedule

Next Class

Use of technology brings up several legal issues, including censorship, plagiarism, concepts of security versus academic discourse, copyright violations, ownership of web-based resources and the supervision of faculty and student online communication.

Assigned Readings: L & D (Chapter 18)Collins, J. (2003, July 22). BC, MIT decline to name students in music-use case. Boston Globe, p. A.1.Bray, H. (2003, March 10). College CIOs face unique demands must balance security

and legal issues with free exchange of ideas. Boston Globe, p C.1.Runyan, J. (2003, May 29). Logging on to plagiarism online; Academic battles war of

words of a new front: the Internet; Cheating in college – Part II. Jewish Exponent, 214, 9, p. 1.

Spevak, J.M. (1998, Spring). Ramifications of Internet censorship by institutions: What is legal, what is expected, what is permissible. College Student Affairs Journal, 17, 2, 73-79.

Fifth Online Journal Due

Justification

Week 10: What About the Law? – Legal Issues

Justification for class: In an increasingly litigious society, legal issues are apparent in every day practice. Connecting these legal and ethical dilemmas to the use of technology allows us to prepare for future legal situations.

Course Description

Learning Outcomes

Required Readings

Assignments

References

Applying the Course

Course Schedule

Next Class

Students and faculty are not adequately educated about security threats and institutions are struggling to balance network security with an open academic environment. Most hazards facing higher education fall into the category of unintended mistakes made by colleagues within the institutional boundaries. This class will examine ideas such as formal disaster recovery plans, the integrity of wireless networks and post black out angst following the electricity crises of the past several years.

Assigned Readings: Carnevale, D. (2003). Awareness of computer-security threats still inadequate, report warns. The Chronicle of Higher Education. 50, 12, p. 30.Zolkos, R. (2003). Growing importance of IT poses risk management challenges. Business Insurance, 37, 30, p. 4.

Two Journal Reaction Posts Due

Justification

Week 11: What If?

Justification for class: While many herald the coming of a technological age with optimism, it is essential to understand the risks associated with a large-scale dependence on technology.

Course Description

Learning Outcomes

Required Readings

Assignments

References

Applying the Course

Course Schedule

Next Class

Assessment works on multiple levels within Student Affairs. This class will discuss assessment strategies for the use of technology in teaching, student services, and student life, as both the methods and content of assessment change with the advancement of technology.

Assigned Readings:Bates, A.W. (2000). Managing technological change. San Francisco, CA: Jossey-Bass. (Ch 9, available on LCR).

Sixth Online Journal Due

Justification

Week 12: Does It Work? - Assessment

Justification for class: Changes in paradigms around Student Affairs will necessitate the development of new forms of assessment. Practitioners who are ready for these changes will be better able to understand the full impact of technology on the profession.

Course Description

Learning Outcomes

Required Readings

Assignments

References

Applying the Course

Course Schedule

Next Class

The facilitators of this course do not own a crystal ball; however, through the last twelve weeks we have investigated the many ways technology currently effects Student Affairs. In this class, we will entertain thoughts and ideas of what the future of Student Affairs in a technological age might look like.

Assigned Readings: Engstrom (Ch. 6 & 8)D & L (Ch. 21)Steeples, C., Jones, C., & Goodyear, P. (2002). Beyond e-learning: A future for networked learning. In Steeples, C., & Jones, C. (Eds) Networked learning: Perspectives and Issues. London: Springer-Verlag. (Ch 19, available in LCR)

There will also be time during this class for groups to convene and work on their presentations.

Two Journal Reaction Posts Due

Justification

Week 13: What’s Next? – Future Outlook

Course Description

Learning Outcomes

Required Readings

Assignments

References

Applying the Course

Course Schedule

Justification for class: As the Boy Scouts Motto goes, “Always be Prepared.” So should we.

Presentations: During this class groups will present their future student

affairs divisions. Students should fill out the online evaluation of the course after this final class period through the Blackboard system, rather than posting a final journal.

Justification

Week 14: Final Presentations and Evaluation

Course Description

Learning Outcomes

Required Readings

Assignments

References

Applying the Course

Course Schedule

Course Schedule

References

Justification

Course Description

Learning Outcomes

Required Readings

Assignments

Applying the Course

References for the Justification of the Course

Komives, S.R. and Peterson, R.J. (1997). Values and Principles Guiding Technology Decision Making for the Future. In Engstrom, C.M. and Kruger, K.W., Using Technology To promote Student Learning: Opportunities for Today and Tomorrow, New Directions For Student Services Number 78, Summer. San Francisco: Jossey-Bass.

Massy, W.F., and Zemsky, R. (1995). Using Technology to Enhance Academic Productivity.Washington, D.C.: Educom.

Naisbitt, J. (1990). MegaTrends 2000. New York, NY: Avon Books.

Upcraft, M.L. and Terenzini,P.T. (1999). Looking Beyond the Horizon: Trends Shaping Student Affairs. Technology. Retrieved on February 9, 2004 from http://www.acpa.nche.edu/seniorscholars/trends/trends5.htm

Course Schedule

Applying the Course

References

Justification The purpose of the facilitators in designing this course was to include as much applicable information as possible, and create a class which would be adaptable to multiple Student Affairs preparation programs. While everyone is bound by their own experience, it is our hope that this course would mesh well with any program.

Beyond that, we feel very strongly that technology issues are unique as they transcend across all disciplines and curriculums. As a last semester course, Technology Issues in Higher Education could be used as a capstone course, and potentially linked with other courses in order to create a “virtual learning community” of scholars. Through the use of on-line seminars, journaling and discussion, this course could be linked with almost any Higher Education class, but we would specifically recommend courses in Practices and Principles, Organization and Administration, Legal Issues, or Fiscal Management. Linking courses allows students to learning in an interdisciplinary manner which facilitates the transfer of theory to practice.

Thank you for considering our syllabus for this competition.

Course Description

Learning Outcomes

Required Readings

Assignments

Applying the Course