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Georgia Southern University

College of Education
Department of Leadership, Technology, and Human
Development

Course Syllabus:
EDLD 7432 - History of American Higher Education
Summer 2016

Instructor: Dr. Barry Dotson


Telephone: (912) 538-3141 (work)

I. Course Description

This course traces the seminal historical, political, philosophical, and cultural
codes that have given rise to and shaped modern day higher educational
practice.
II. Rationale

The GSU College of Education Reflective Decision Making Model for preparing
educators provides the framework supporting the School of Education
professional programs. Reflective leaders are skilled educators whose practice
and decisions integrate theory, research, and experiential wisdom. Reflective
decision making engages administrators in cycles of thought and action based on
theoretical, ethical, and professional knowledge.

III. Instructors Teaching Philosophy

The goal for graduate education should be to develop critical reflective educators
whose practice and decisions integrate theory, research, and experiential wisdom
in their professional and personal lives. As a result of their graduate education,
students should develop strong theoretical frameworks so that they can be
critical reflective educators. The best manner to develop theoretical frameworks
is to read extensively in the field and critically examine the literature with others
in a collaborative learning environment.

In a collaborative learning environment, both the teacher and learner are co-
learners and co-facilitators in the learning process. The role of the teacher is to
facilitate the collaborative learning process based on mutual respect for all the
learners, positive interdependence among the learners, and individual
accountability for creating and maintaining the collaborative learning process.

The goal for graduate education should be to develop critical reflective educators
whose practice and decisions integrate theory, research, and experiential wisdom
in their professional and personal lives. In a collaborative learning environment,
both the teacher and learner are co-learners and co-facilitators in the learning
process. The role of the teacher is to facilitate the collaborative learning process
based on mutual respect for all the learners, positive interdependence among the
learners, and individual accountability for creating and maintaining the
collaborative learning process.

IV. Required Textbook and Readings

There is no required book for this class. Readings will be provided in the
various course modules that will be completed throughout the semester.
V. Course Objectives and Outcomes

Upon successful completion of this course, students should be able to:

Course Objectives

The objective of this course is to provide students with an overview of the historical
foundations of higher education. In doing so, the curricular objectives are designed to
challenge students to critically reflect on how current practice and philosophy is built
upon historical perspectives and principles of higher education. The readings,
activities, and other course requirements will assist students in developing a
foundation for their further studies in Adult and Higher Education and preparation as
reflective educators.

Assessment
COE Framework Objectives
Strategies
Knowledge of the underlying
constructs of the history of Higher
Education is a fundamental element
of the profession. Candidate learning Course readings and
1. Commitment to the activities are focused on professional discussions, case study
Knowledge and Dispositions of knowledge specifically related to analysis, website analysis,
the Profession: understanding the various directed questioning and
components of how higher education response, worksheet
has evolved in the as illustrated in activities, observation
complex educational infrastructures
that have developed over the years

Candidates will be introduced to the


various components of the structure
of HE including the diversity evident
throughout Higher Education
Institutions. Candidates will focus on
the role of diversity in higher
2. Commitment to Diversity: education institutions and how the Website analysis, www
concept of diversity has changed the search activity, discussion
higher education landscape.
Candidates will research, write, and
discuss how these historical
constructs have impacted all
learners and employees of the
institution.
Candidates will use technology to
analyze and critique the various
Discussions, website
historical HE constructs and to report
3. Commitment to Technology: analysis, course readings
their findings. Candidates will use
and presentations, emails,
FOLIO to communicate with each
reflection analysis
other and to submit their written
materials.
After reviewing the history higher
education in the US, candidates will
reflect on the relationship between
their personal knowledge of the
Collaborative activities,
4. Commitment to the Practice various constructs in comparison
discussions, worksheet
of Continuous Reflection and with other candidates and new
activities, presentations,
Assessment: knowledge learned about the
interviews, observations,
evolution of HE. They will also
mastery quizzes
critique and assess the impact of
their uses of the constructs on the
current performance of their
educational institutions.
You will find the complete conceptual framework on the COE website
(http://coe.georgiasouthern.edu/pdfs/cfram.pdf).

VI. Learning Methods and Activities

Course Readings: Each student will be required to do extensive reading of the


literature on the history of Higher Education. Students will be encouraged to
reflect on the readings and how they speak to tradition and current experience.

Case Studies: Through case studies, students will be encouraged to critically


analyze educational practice from other institutional perspectives. The analysis
will include reference to assigned readings. Students will need to reflect and
review how the case study practice informs their own practice and philosophy.

Participation: This learning method refers to an understanding of ideas and an


ability to apply those ideas in reflection, diagnosis, and synthesis as manifested
by participation in class discussion and consistent and regular involvement in the
weekly modules.

Module Worksheets: In order to validate comprehension of the material being


studied, students will be required to complete a worksheet of the readings for that
week.

Research Paper: Students will be expected to use library and research


resources available to them to research a topic associated with the history of
higher education. This is to provide in-depth reading and analysis on a topic of
interest to the students educational philosophy and/or practice.

VII. Course Requirements and Assessment

A. Participation: Weighting = 50 points

As previously discussed in Learning Methods and Activities

B. Module Worksheets: Weighting = 60 points


Throughout the course, there will be a series of short answer worksheets
that the students will be required to complete. This will challenge students
to explore their understandings of the readings assigned.

C. Chronological Time Chart: Weighting = 90 points

For this assignment, students will be required to search out the history of
postsecondary education for the state in which they reside. Students will
be asked to complete a timeline chart that describes the various types of
postsecondary institutions in their state and when and where they came
into being. The chart should begin with the first postsecondary institution
to appear in their state to the current situation in 2015. Students should
also consider including the dates of any particular legislation or policy that
had a major impact on the structure and system of higher education in
their state. A brief explanation of what the legislation was would be
beneficial.

D. Historiography Narrative: Weighting = 100 points

Using historical research skills, students will be required to write a


narrative associated with their Chronological Time Chart. The topic of the
paper will build upon describing Higher Education movements as evident
in the time chart created for the state the student selected. This narrative
should be used to further describe some of the detail or stories as it
relates to moments in time listed in the chart. In completing this
assignment, students will do a search of the literature in relation to their
chosen state time chart. Students should use both internet sources as
well as library resources as a means of locating literature. In looking at
the literature, students will be looking for ultimate themes and patterns
emerging from the literature. The literature search as well as the resultant
analysis of the Time Chart will frame the writing of this assignment. It is
expected that the paper will be anywhere from 5 - 6 pages in length using
double-spaced formatting. The paper should also conform to APA writing
style. A rubric for this assignment will be provided as the semester
progresses. This assignment will be due the last week of class.

E. Final Examination

There will be no final examination for this class.

Grading Scale

A = 90 100
B = 80 89
C = 70 79
D = 60 69
F = Below 60

VIII. Class Policies

Academic dishonesty
Candidates at Georgia Southern University are an essential part of the academic
community, and enjoy substantial freedom within the framework of the educational
objectives of the institution. The freedom necessary for learning in a community so rich
in diversity and achieving success toward our educational objectives requires high
standards of academic integrity. Academic dishonesty has no place in an institution of
advanced learning. Georgia Southern University considers academic integrity as
essential part of each candidate's personal and intellectual growth. Instances of
academic dishonesty are addressed consistently. All members of the community
contribute actively to building a strong reputation of academic excellence and integrity at
Georgia Southern University.
It is each candidate's responsibility to know what constitutes academic dishonesty and to
seek clarification directly from the instructor if necessary. The Office of Judicial Affairs is
located in Russell Union room 2023 (912 486-7301). Examples of academic dishonesty
include, but are not limited to
Submission of an assignment as the student's original work that is entirely or
partly the work of another person.
Failure to appropriately cite references from published or unpublished works or
print/non-print materials.
Unauthorized copying of an assignment in computer programming, or the
unauthorized examination or view of the computer, specifically during
examinations.
Possession and/or unauthorized use of tests, notes, books, calculators or
formulas stored in calculators not authorized by the instructor during an
examination.
Providing and/or receiving information from another student other than the
instructor, by any verbal or written means.
Observing or assisting another student's work.
Violation of the procedures prescribed by the professor to protect the integrity of
the examination.
Cooperation with a person involved in academic misconduct.

A candidate who has been accused of academic dishonesty will be asked to meet with
the course instructor. The matter can be resolved informally at the College level and/or
an academic sanction can be imposed. If the student opposes the decision, he/she may
appeal to the College Dean.

ADA statement
Any candidate who has a disability that substantially limits learning in a higher education
setting may contact the Student Disability Resource Center) for information regarding
their eligibility for reasonable accommodations. The Center is Building 805 and the office
telephone number is 478-0666.

Diversity
Together, we maintain an intellectual culture that is accessible, disciplined, free, safe,
and committed to excellence. By our behavior with one another, we endorse a cultural of
diversity, celebrating the uniqueness of the individual and developing our understanding
and tolerance of differences in gender, ethnicity, age, spiritual belief, sexual orientation,
and physical and mental potential. We take responsibilities for sustaining a caring
culture, nurturing growth and fulfillment in one another and in the larger communities of
which we are a part. We insist on a culture of civility, united in our rejections of violence,
coercion, deceit, or terrorism. We work to increase collaboration, cooperation, and
consensus within rational dialogue characterized by mutual respect and consideration.

This is a responsible culture. We expect each member of our community to carry out
responsibly his or her duties for preserving the integrity, quality, and decency of our
environment and our discourse.

In order to accomplish the above-mentioned expectations and responsibilities, everyone


must engage in certain specific behaviors. Inside the classroom, the students are
expected to respect the sanctity of the teaching/learning process by expressing respect
for the faculty member as the organizer and guide through this learning experience, as
well as for fellow students. Disruptive, disrespectful, discriminatory, harassing, violent
and/or threatening behavior is explicitly prohibited.

Students are expected to be responsible for their own learning and, in return, can expect
responsible teaching from the faculty member.

IX. Tentative Course/ Reading Schedule

Module # Date Topic Assignment


Course Orientation
Monday Submit
May 16 Introduction on
Module 1 Instructors Article: Philosophy
Thursday Discussion
of Higher Education
May 19 Forum
Readings:
Friday
1) From Religion to Politics
May 20 1) Worksheet #1
Module 2 2) From Tutor to Specialized
Thursday Due
Scholar
May 26
3) The Scottish Enlightenment
Friday Readings:
May 27 1) The Social Function 1) Worksheet #2
Module 3
Thursday 2) The Antebellum College Due
June 2 3) Dartmouth College Case
1) Worksheet #3
Friday Readings:
Due
June 3 1) Race Suicide
Module 4 2) Start
Thursday 2) Cult of True Womanhood
construction of
June 9 3) The Yale Report of 1828
Time Chart
Friday Readings:
June 10 1) Early Land-Grant Colleges 1) Worksheet #4
Module 5
Thursday 2) Wisconsin Idea Due
June 16 3) Southern Higher Education
Friday Readings:
June 17 1) Origins of Federal Support 1) Worksheet #5
Module 6
Thursday 2) Toward System due
June 23 3) The Age of the College
Friday Readings:
June 24 1) The Morrill Act, 1862 1) Time Chart
Module 7
Thursday 2) Liberty in Education Due
June 30 3) Function of a University
Thursday
Readings: 1) Worksheet #6
July 7
1) Professional Education Due
Module 8 Monday
2) Educating Professions 2) Narrative of
July 11
3) The American Compromise Time Chart Due

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