Human Development with concentration Higher Education, B.S., 2018

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U N IVE RS ITY ATALBANY Office of the Senior Vice President for Academic aks

| State University of New York

May 9, 2018

Grace Wang, Ph.D.

Interim Provost and Vice Chancellor for Research & Economic Development
State University of New York

State University Plaza

Albany, NY 12246

Dear Dr. Wang,

On behalf of the faculty at the University at Albany, I am pleased to transmit the attached
proposal of revision to our existing B.S. program in Human Development to add a concentration
in ‘Higher Education’.

This proposal has been fully considered and approved through our campus governance system.
Should there be a need for additional information or clarification to facilitate processing, please
have inquiries directed to Celine LaValley at clavalley@albany.edu.

Thank you for your consideration and assistance.

Sincerely,

es R. Stellar
Provost and Senior Vice President for Academic Affairs

Attachment

c. Vice Provost Jeanette Altarriba, Undergraduate Education
Dean Robert Bangert-Drowns, School of Education
Chair Kevin Quinn, Department of Educational & Counseling Psychology

University Hall, 308
1400 Washington Avenue, Albany, New York 12222
re 518-956-8030 Fx: 518-956-8043
wiwalbany.edu
Program Revision Proposal:
Changes to an Existing Program

Form 3A
Version 2016-10-13

SONY approval and SED registration are required for many changes to registered programs. To request a change to a
registered program leading to an undergraduate degree, a graduate degree, or a certificate that does not involve the creation
of a new program,’ a Chief Executive or Chief Academic Officer must submit a signed cover letter and this completed

form to the SUNY Provost at program.review@suny.edu.
Section 1. General Information
a) Institution’s 6-digit SED Code: 210500
Institutional ——— ans
information Institution’s Name: | University at Albany
Address: | 1400 Washington Ave. Albany, NY 12222
b) List each campus where the entire program will be offered (with each institutional or branch
Program campus 6-digit SED Code}:210500
Locations List the name and address of off-campus locations (i.e., extension sites or extension centers) where
courses will offered, or check here[ | if not applicable:
¢) Program Title: | Human Development
Registered
SED rrogram Code
Program to be SED Program Code} 38112
Changed Award(s) (e.g., A.A, B.S.):|B.S.
Number of Required Credits: | Minimum [120] If tracks or options, largest minimum [ _]
HEGIS Code: | 0822.00
CIP 2010 Code: | 42.2806
Effective Date of Change: | Fall 2018
Effective Date of Completion?
@d) Name and title: Celine LaValley, Assistant to the Vice Provost for Undergraduate Education
Campus Contact | Telephone and email: 518-442-3950 clavalley@albany.edu
e) Signature affirms that the proposal has met all applicable campus administrative and shared
Chief Executive or | governance procedures for consultation, and the institution’s commitment to support the proposed
Chief Academic | Program. E-signatures are acceptable.
Officer Approval Name and title: James R. Stellar, Ph.D. Senior Vice President for Academic Affairs and Provost
Signature and date:
ZZ
If the armen? registered jointly’ with one or more other institutions, provide the
' following i tion for each institution:
Partner institution’s name and 6-digit SED Code:
Name, title, and signature of partner institution’s CEO (or append a signed letter indicating
approval of this proposal):

‘ To propose changes that would create a new program, Form 3B, Creating a New Program from Existing Program(s), is required.

7 If the current program(s) must remain registered until enrolled students have graduated, the anticipated effective date by which continuing students
will have completed the current version of the program(s).

3 If the partner institution is non-degree-granting, see SED’s CEO Meio 94-04,
[Section 2. Program Information ]

[Section 2.1. Changes in Program Content ]

[ ] No changes in program content. Proceed to Section 2.2.
Check all that apply. Describe each proposed change and why it is proposed.

[ X ]Cumulative change from SED’s last approval of the registered program of one-third or more of the minimum credits
required for the award (e.g., 20 credits for associate degree programs, 40 credits for bachelor’s degree programs)

Elective courses have been added to the curriculum.
[ ] Changes in a program’s focus or design
[ X]Adding or eliminating one or more options, concentrations or tracks

We are adding an additional concentration for students focused on Higher Education. This will allow students
that are interested in working in a college or university setting to select courses tailored to their career field.

[ ] Eliminating a requirement for program completion (such as an intemship, clinical placement, cooperative education,
or other work or field-based experience). Adding such requirements must remain in compliance with SUNY credit
cap limits.

[ ] Altering the liberal arts and science content in a way that changes the degree classification of an undergraduate
program, as defined in Section 3.47(c)(1-4) of Regents Rules

Provide a side-by-side comparison of all the courses in the existing and proposed revised program that clearly indicates
all new or significantly revised courses, and other changes.

Human Development BS (registration May 2016) | Human Development BS (proposed revision)

A minimum of 45 credits including 30 credits in No change
the core and 15 credits in a concentration

Foundation Courses (9 credits): No change
ASOC 115 Intro to Sociology (3) No change
APSY 101 Intro to Psychology (3) No change
EPSY 200 Intro to Psychological Process of No change
Schooling (3)

Educational Psychology & Counseling Psychology (12 | No change

credits):

EPSY224 Lifespan Development (3) No change
EPSY 250 Understanding Research in Human No change
Development (3)

EPSY 330 Intro Statistics in Human No change

Development (3)

ECPY 360 Psychology, Cultural Diversity, and No change
Social Justice (3)

2 of 10
Elective in Psychology or Sociology (3 credits). Choose
from:

Elective in Psychology or Sociology (3 credits). Choose
from:

APSY 327 Personality (3) No change
APSY 338 Abnormal Psychology (3) No change
ASOC 250 Sociology of Families (3) No change
ASOC 384 Sociology of Aging (3) No change

Elective choice added: APSY 270 Social Psychology (3)

Elective choice added: APSY 329 Health Psychology
(3)

Elective choice added: APSY 333 Childhood Behavior
Disorders (3)

Elective choice added: APSY 340 Psychology of
Human Sexuality (3)

Elective choice added: ASOC 362/ A WSS 363
Sociology of Sexualities (3)

Elective in Human Development (3 credits). Choose

from: from:
ACOM 371 Intercultural Communication (3) No change
APSY 327 Personality (3) No change
APSY 338 Abnormal Psychology (3) No change
ASOC 384 Sociology of Aging (3) No change
ECPY 410 Supporting Individual and No change
Community Change (3)

EPSY 411 Foundations of Leadership in No change
College and University Student Organizations (3)

ELTL 404 Children’s Literature (3) No change
ELTL 406 Young Adult Literature (3) No change
HSPH 341 Promoting Healthy People and No change
Communities (3)

HSPH 342 How US Healthcare Works: Myths No change
and Realities (3)

HSPH 343Mass Media and Health Behavior (3) No change
RCRJ 308 Juvenile Justice Administration (3) No change

Elective choice added: AENG/AWSS 362 Critical
Approaches to Gender and Sexuality in Literature (3)

Elective choice added: APHI 326 Moral Philosophy (3)

Elective choice added:APSY 329 Health Psychology (3)

3 of 10

Elective choice added:APSY 333 Childhood Behavior
Disorders (3)

Elective choice added: APSY 340 Psychology of
Human Sexuality (3)

Elective choice added: ASOC 362/ A WSS 363
Sociology of Sexualities (3)

Elective choice added: EPSY 480 Educational
Psychology: Independent Study

Field-Based Learning Experience (3 credits)

EPSY 390 Community Service Projects (for
Counseling Psychology, Education Psychology
or Special Education concentrations) or ECPY
497 Independent Study (for Peer Assistance and
Leadership concentration)

ECPY 497 removed as option — all students will take
EPSY 390 Community Service Projects

Dignity for All Students Act (DASA) training (0)

no change

Concentration (15 credits) choose one from:

Counseling Psychology Concentration no change
APSY 327 Personality (3) no change
APSY 333 Childhood Behavior Disorders or APSY 338 no change
Abnormal Psychology (3)

ECPY 204 Principles of Career and Life Planning (3) no change
ECPY 421 Intro to Counseling Psychology (3) no change
APSY Elective (3) no change
Educational Psychology Concentration

EPSY400 Instructional Psychology (3) no change
EPSY 420 Child and Adolescent Development (3) no change
EPSY 440 Evaluation in Education (3) no change
EPSY 441 Social Issues in Testing (3) no change

EPSY 481 Research Project Human Development (3)

EPSY 481 Research Project Human Development (3)
or EPSY 480 Research Apprenticeship (3)

Peer Assistance and Leadership Concentration no change
ECPY 400 Foundations of Peer Assistance and no change
Peer Education | (3)

ECPY 403 Peer Assistance and Peer Education: no change
Theory and Practice II (3)

ECPY 404 Peer Assistance and Peer Education: no change
Theory and Practice III (3)

ECPY 405 Peer Assistance and Peer Education: no change

Theory and Practice IV (3)

4 of 10

ECPY 406 Theory& Practice in Peer Assistance
& Peer Education: Peer Supervision or EPSY
411 Foundations of Leadership in College and
University Student Organizations (3)

no change

Special Education Concentration

EPSY400 Instructional Psychology (3)

no change

ELTL 404 Children’s Literature or ELTL 406
Young Adult Literature (3)

ELTL 404 Children’s Literature or ELTL 406
Young Adult Literature or A PSY 333 Childhood
Behavior Disorders (3)

ESPE 369 Special Education for Students with no change
Emotional and Behavioral Problems (3)

ESPE 460 Intro to Human Exceptionality (3) no change
ESPE 463 intro to Autism Spectrum Disorders (3) no change

Higher Education Concentration

EAPS 201 College: Past, Present, and Future (3) ‘new’

EAPS 202 Leadership in Organizations (3) ‘new’

EAPS 300 Social Foundations of Education (3) ‘new’

EAPS 370 Leadership in Practice (3) ‘new’

EPSY 411 Foundations of Leadership in College and
University Student Organizations (3)

c) For each new or significantly revised course, provide a syllabus at the end of this form, and, on the SUNY Faculty

Table provide the name, qualifications, and relevant experience of the faculty teaching each new or significantly revised
course. NOTE: Syllabi for all courses should be available upon request. Each syllabus should show that all work for
credit is college level and of the appropriate rigor. Syllabi generally include a course description, prerequisites and

corequisites, the number of lecture and/or other contact hours per week, credits allocated (consistent with SUNY
policy on credit/contact hours), general course requirements, and expected student learning outcomes.

Please see Appendix 1 for four existing courses which are not included in any other registered curriculum.

qd)

What are the additional costs of the change, if any?

There will be no additional costs because none of these courses were newly created for this program.

[Section 2.2. Other Changes

Check all that apply. Describe each proposed change and why it is proposed.

[ ] Program title

5 of 10

If there are no anticipated costs, explain why.
]
]

[ ] Format change(s) (e.g., from full-time to part-time), based on SED definitions, for the entire program

[ ] Any change to a registered licensure-qualifying program, or the addition of licensure qualification to an existing
program. Exception: Small changes in the required number of credits in a licensure-qualifying program that do not

Program award
Mode of delivery

NOTES: (1) If the change in delivery enables students to complete 50% of more of the program via distance
education, submit a Distance Education Format Proposal as part of this proposal. (2) If the change involves

adding an accelerated version of the program that impacts financial aid eligibility or licensure qualification, SED

may register the version as a separate program.

1) State proposed format(s) and consider the consequences for financial aid
2) Describe availability of courses and any change in faculty, resources, or support services.
[ ] A change in the total number of credits in a certificate or advanced certificate program

involve a course or courses that satisfy one of the required content areas in the profession.

[Section 3. Program Schedule and Curriculum

a) For undergraduate programs, complete the SUNY Undergraduate Program Schedule to show the sequencing and
scheduling of courses in the program. If the program has separate tracks or concentrations, complete a Program

Schedule for each one.

NOTES: The Undergraduate Schedule must show all curricular requirements and demonstrate that the program
conforms to SUNY’s and SED’s policies.

It must show how a student can complete all program requirements within SUNY credit limits, unless a longer
period is selected as a format in Item 2.1(c): two years of full-time study (or the equivalent) and 64 credits for an
associate degree, or four years of full-time study (or the equivalent) and 126 credits for a bachelor’s degree.
Bachelor’s degree programs should have at least 45 credits of upper division study, with 24 in the major.

It must show how students in A.A., A.S. and bachelor’s programs can complete, within the first two years of full-
time study (or 60 credits), no fewer than 30 credits in approved SUNY GER courses in the categories of Basic
Communication and Mathematics, and in at least 5 of the following 8 categories: Natural Science, Social
Science, American History, Western Civilization, Other World Civilizations, Humanities, the Arts and Foreign

Languages

It must show how students can complete Liberal Arts and Sciences (LAS) credits appropriate for the degree.
When a SUNY Transfer Path applies to the program, it must show how students can complete the number of
SUNY Transfer Path courses shown in the Transfer Path Requirement Summary within the first two years of full-
time study (or 60 credits), consistent with SUNY’s Student Seamless Transfer policy and MTP 2013-03.

Requests for a program-level waiver of SUNY credit limits, SUNY GER and/or a SUNY Transfer Path require the
campus to submit a Waiver Request —with compelling justification(s).

EXAMPLE FOR ONE TERM: Under

Term 2: Fall 20xx

Course Number & Title rT New _|Prerequisite(s)
ACC 101 Principles of Accounting 4
MAT 111 College Mathematics 3 MAT 110
CMP 101 Introduction to Computers 3
HUM 110 Speech 3 BC 3 xX
ENG 113 English 102 3 BC 3
Term credit total: | 16 6 9

6 of 10
SUNY Undergraduate Program Schedule (OPTION: You can paste an Excel version of this schedule AFTER this line, and delete the rest of this page.)
Program/Track Title and Award: Human Development, Higher Education concentration, BS
a) Indicate academic calendar type: [ X] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):

b) Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
c) Name of SUNY Transfer Path, if one exists: _ See Transfer Path Requirement Summary for details

d) Use the table to show how a =_— student ia =_ —_ the = copy/expand the table as needed. Complete all columns that apply to a course.
Fall 1: Spring 1: pn SOK]

Course Number & Title Cr |GER | LAS | Maj | TPath | New |Co/Prerequisites| [Course Number & Title Cr |GER |LAS |Maj|TPath |New _|Co/Prerequisites
APSY 101 Intro to Psych - R 3 ss 3 3 EPSY 200 Intro to Psych 3 3
Process of Schooling - R
Nat. Science Gen Ed - RE 3 NS 3 Foreign Lang Gen Ed - RE 3 FL 3
Arts Gen Ed - RE 3 | AR 3 Basic Communication GenEd- | 3 | BC 3
RE
ASOC 115 Intro to Soc R 3 Ss 3 3 Liberal Arts Elective - RE 3 3
Liberal Arts Elective - RE 3 3 Elective - FE 3
Term credit totals: | 15 | 12 15 6 Term credit totals: | 15 | 6 9 3
Fall 2: Spring 2:
Course Number & Title Cr |GER | LAS | Maj | TPath | New | Co/Prerequisites| {Course Number & Title Cr |GER [LAS |Maj|TPath | New | Co/Prerequisites
EPSY 224 Lifespan Development - R 3. 3 EPSY 330 Intro Stats in HD-R | 3 3
Minor Course 1 of 6 (minor required) 3 Humanities Gen Ed - RE 3 H 3
ECPY 360 Psychology, Cult Diversity 3 | Local 3 3 US History Gen Ed - RE 3] AH 3
and Social Justice -R
International Perspectives GenEd-RE) 3 | OW 3 PSY/SOC Elective for major — 3 3 3
R
Liberal Arts Elective - RE 3 3 Liberal Arts Elective - RE 3 3
Term credit totals:| 15 | 6 9 6 Term credit totals: | 15 | 6 12 | 6
Fall 3: Spring 3:
Course Number & Title Cr |GER | LAS | Maj | TPath | New | Co/Prerequisites| {Course Number & Title Cr |GER [LAS |Maj|TPath | New | Co/Prerequisites
EPSY 250 3. 3 EPSY 390 Community Service | 3 3 EPSY 200
Projects - R
Concentration course 1 of 5-R 3 3 x Concentration course 3 of 5-R | 3 3 x
Minor course 2 of 6 - RE 3 Concentration course 4 of 5-R | 3 3 x
Concentration Course 2 of 5 -R 3 3 x Minor course 3 of 6 RE 3
Liberal Arts Elective - RE 3 3 U/L Minor course 4 of 6 - RE 3
Term credit totals: | 15 3 9 Term credit totals: | 15 9
Fall 4: Spring 4:
Course Number & Title Cr |GER | LAS | Maj | TPath | New | Co/Prerequisites| {Course Number & Title Cr |GER [LAS |Maj|TPath | New |Co/Prerequisites
Human Development Elective for major | 3 3 Concentration Course 5 of 5-R| 3 3
-R_ CHOOSE EPSY 411
Elective 3 Elective - FE 3
U/L Minor Course 5 of 6 - RE 3 Liberal Arts Elective - RE 3 3
U/L Minor Course 6 of 6 - RE 3 Liberal Arts Elective - RE 3 3
Liberal Arts Elective - RE 3 3 Liberal Arts Elective - RE 3 3
Term credit totals: [15 3 [3 | Tem credit totals: [15 9 [3 PY

Total SUNY LAS: | Major: Elective & Upper Upper Division
Credits: 120 | GER: 30 60 45 Other: 45 Division: 45 Major:

KEY Cr: credits GER: SUNY General Education Requirement (Enter Category Abbreviation) LAS: Liberal Aris & Sciences (Enter credits) Maj: Major requirement (Enter credits) TPath: SUNY Transfer Path
Courses (Enter credits) New: new course (Enter X) Co/Prerequisite(s): list co/prerequisite(s) for the noted courses Upper Division: Courses intended primarily for juniors and seniors SUNY GER Category
Abbreviations: American History (AH), Basic Communication (BC), Foreign Language (FL), Humanities (H), Math (M), Natural Sciences (NS), Other World Civilizations (OW), Social Science (SS), The Arts (AR),
Westem Civilization (WC)

Program Totals (in credits)

[Section 4. SUNY Faculty Table

a) If applicable, provide information on faculty members who will be teaching new or significantly revised courses in the program. Expand the table as needed.

b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member

Program Highest and
Faculty Member Name and Title and/or Rank at . Courses Other
the Institution neues Time | Which May Applicable Additional Qualifications: List related
icated to) Be Taught Eauned certifications and licenses and
This Degrees g c s
A professional experience in field.
Program (include
(Number College or Discipline(s) of Highest
(Include and identify Program Director.)* and Title) University) and Other Applicable
Earned Degrees
*Joan Newman, Associate Professor and Division 5 EPSY 224, PhD, University | Educational Psychology
Director, Educational Psychology and Methodology 420 at Albany and Methodology
Educational
Gina Giuliano: Lecturer, Educational Policy and 12.5 EAPS 202, PhD, University | Administration and Advisor, Educational Policy and
Leadership : EAPS 300 at Albany Policy, MPA in Public Leadership
Administration.
Current: Director of the Cross-Border
Education Research Team, and Founding
Executive Director of the SUNY Academic
AES 20 PhD, The Higher Education with a Previous De ey Dinar Reset at
Jason Lane; Associate Professor and Department 12.5 eS te Pennsylvania disci inary emphasis in the Nelson A Rockefeller Institute of
Chair, Educational Policy and Leadership : EAPS 300, State y Saal ep analy emp : a
EAPS 370 niversity | Political Science Government and Vice Provost for
Academic Planning and Strategic
Leadership and Senior Associate Vice
Chancellor for the State University of New
York
Previous: Vice Chancellor for Global
, 9 4 EAPS 201, Affairs for SUNY and Senior Advisor on
iis tunities mee) ae EAPS 202, | PAD, University | ji shor Education Academic A fairs to the United Nations
Leadership , . EAPS 300, of Chicago Global Compact (UNGC) and co-founder
EAPS 370 and past president of the American

International Recruitment Council (AIRC)

EAPS 201, sss
Teniell Trolian: Assistant Professor, Educational 12.5 EAPS 202, PhD, University | Higher Education and Misting Racalty Fellow Nason
Policy and Leadership : EAPS 300, of Iowa Student A ffairs SUNY
EAPS 370
Part 2. Part-Time Faculty
Educational Former Interim President, Schenectady
Martha Asselin: Assistant Service Professor, 12.5 EAPS 202, PhD, University ‘Administration and County Community College
Educational Policy and Leadership " EAPS 370 at Albany Polic Director for the Center of Leadership and
v Service, UAlbany
MS, University
af Albany and. Educational
Emily Feuer: Lecturer, Educational Policy and 12.5 EAPS 201 Doctoral Aeniniguatien ane Assistant Director for Student A ffairs
Leadership : Student, Polic Assessment and Planning
University at y
Albany
Dolores Cimini: Assistant Director for Prevention Biacacell ‘ . A .
at f PhD, University Licensed Psychologist, Director, Middle
ana Program Evaluation; Lecturer, Counseling 12.5 EPSY 411 at Albany Clinical Psychology Earth Peer Assistance Program
sychology
EAPS 201, 7
Christne Smith: Assistant Service Professor, EAPS 202, | PhD, University | Educational Assistant Dean for Academics and
: : 12.5 Administration and Assessment, School of Education,
Educational Policy and Leadership EAPS 300, at Albany Poli Uni EAT:
EAPS 370 ‘olicy niversity at any
EAPS 201 Vice President for Student A ffairs,
Michael Christakis: Public Service Professor, EAPS 202, PhD, University University at Albany
ie % ’ 12.5 r Public Affairs and Policy | Regional Director for NASPA - Student
Educational Policy and Leadership EAPS 300, at Albany Affairs Administrators in Higher
EAPS 370 Education Region II
Pamela Alexander: Instructor, Counseling MS, University Educational
Psycholo . ’ 12.5 EPSY 411 at Alban Administration and
y sy y Policy Director, Student Activities

University at Albany
Program Revision Proposal
BS in Human Development

Appendix 1
Course Syllabi

EAPS 201 College: Past, Present and Future

EAPS 202 _ Leadership in Organizations

EAPS 300 Social Foundations of Education

EAPS 370 Leadership in Practice
EAPS 201: College: Past, Present, and Future
Spring 2018

Class meetings: Wednesday 4:15pm — 7:05pm, ED 123

Instructor: Emily Feuer, efeuer@ albany.edu
Office Hours: By appointment only (email instructor)

Course Description:

This course introduces students to the study of higher education through various perspectives by
examining higher education institutions and the effects of these institutions on individuals,
groups, communities, and society. Through readings, lectures, interviews, presentations, and case
studies, students will gain an understanding of the historical context, present implications, and
future possibilities of higher education. Further, through self-reflection activities, students will
gain a better understanding of the role of higher education in their academic, personal, familial,
and economic lives.

Learning outcomes include:

¢ Students will demonstrate basic concepts in the history, sociology, and anthropology of
higher education through writing assignments and class projects.

¢ Students will demonstrate the ability to think critically about present and future issues in
higher education.

¢ Students will communicate ideas and thoughts about higher education experiences.

Required Textbooks:

¢ DeVitis, J. L., & Boeckenstedt, J. (2013). Contemporary colleges and universities: A
reader. New Y ork: Peter Lang.

¢ Horowitz, H. L. (1987). Campus life: Undergraduate cultures from the end of the
eighteenth century to the present. New Y ork : A.A. Knopf

Grading:
Course A ttendance/Participation: 140 points

Assignments: 360 points possible
Total Possible Points: 500 points

Assignment Points Possible

Current Issues Discussion 30
Reflection Paper 1 25
Movie Paper/Presentation 50
Comparisons Paper 30
Reflection Paper 2 25

Student Services/Student Life Presentation | 100

Final Paper 100
Grading Scale:

A | 471-500) C = | 411-420
A- | 461-470 | C - | 401-410
B + | 451-460 | D +| 391-400
B_ | 441-450} D = | 381-390
B- | 431-440 | D - | 371-380
C +| 421-430} E | 370o0r

fewer points

Course A ttendance/Participation (140 points):

This course requires active and consistent participation. Participation will be assessed during
each course session by the instructor using the following indicators:

Evidence of preparation - Students should come to each class with 3 -5 bulleted
discussion points for each reading or chapter assigned and be prepared for discussions

In class attentiveness — Students demonstrate active listening, contribute to class
discussions, raise questions in class, and/or discuss course material with the instructor
outside of class or through email

Respect — Students demonstrate respect for self, classmates, instructor, and guest speakers
by limiting use of electronics and being open to differing opinions/ideas

This course requires class attendance. Students who miss more than 1 course session will be at
risk of failing the course. Attendance will be taken at the beginning of each class.
Please consult the following link for information about the University's Medical Excuse Policy:
http://www.albany.edu/health_center/medicalexcuse.shtml

Assignments:
Current Issues Discussion (30 points)

At least once during the semester, you will be required to find a news article that addresses an
issue in higher education and present the article to the class. Appropriate sources include but are
not limited to:

Inside HigherEd
Chronicle of Higher Education
Newspapers (New York Times, Washington Post, etc.)

To receive full credit for the assignment you will:
e Select an article from an appropriate source that has been published within 6 months of
the time you find it
e Posta link to the article in the Blackboard Current Issues Discussion Post BEFORE class
begins on your assigned date.
e Inclass provide a verbal 1-2 minute overview of the article that includes:
o Anoverview of the content/story
o A tie-in with at least one topic or discussion we have addressed in class (you may
want to consider potential issues, counter-arguments, historical context, bias, or
potential solutions)
o A question you will pose to the class about the article to help encourage class
discussion

If you are having trouble finding an article, please reach out to the instructor. During each class,
students will be selected to present an article the next week.

Reflection Paper 1: Why are you in college? (25 points)

Y ou will submit a reflection on why you chose to continue education beyond high school. In
your reflection, you need to address the following questions:

e Who/what did you rely on when making the decision to go to college?
e What does eaming a degree mean to you?
e What is your end career or educational goal? Will a bachelor’s degree get you there?

**A SSIGNMENT CONTINUED ON NEXT PAGE**
To receive full credit, your paper will:

Answer the three questions posed above
Include at least one reference
o Reference must be cited in-text and included in a works cited page in a proper
citation style
Be typed in 12pt Times New Roman font
Be double spaced
Be at least 500 words (not including citations)
Be well-written, clear, organized, and free of grammatical errors

Movie Paper (50 points)

After learning about the history of higher education, you will choose a movie (old or recent) that
addressed college culture. Through this assignment, you will compare and contrast the movie
depiction of college to what we have learned and discussed in class. This assignment will include
a written component and a presentation component.

In the paper, you need to address the following questions:
e How accurate is the movie (in its era) in depicting college culture?
¢ How (if at all) has college culture changed from the time period the movie is representing
and/or the time the movie was made to now?

To receive full credit, your paper will:

Answer the two questions posed above
Provide a brief (no more than 200 words) summary of the movie
e Include at least three references (including at least two class references)
o References must be cited in-text and included in a works cited page in a proper
citation style
Be typed in 12pt Times New Roman font
Be double spaced
Be between 750- 1,000 words (not including citations)
Be well-written, clear, organized, and free of grammatical errors

To receive full credit, your presentation will:
e Present a summary of your paper (especially focusing on your answer to the two
questions above)
e Include no more than 2 minutes of a clip from the movie
e Be3-5 minutes in length
e Be professional in nature (professional language, posture, demeanor, etc.)
Y ou may want to consider choosing from the following movie list. Please note that some of the
movies listed below are rated R. Y ou are not required to select one from the list, but must receive
instructor approval of your movie through the Movie Paper Idea Discussion Post.

Animal House Legally Blonde
Accepted Against the Grain
Old School With Honors
Social Network Drum Line

Pitch Perfect Mona Lisa Smile
Good Will Hunting Love Story

PCU The Waterboy

22 Jump Street 21

House Bunny Van Wilder
Admissions Rudy

Wonder Boys Or other movie approved by the instructor

Comparisons of Institutions Paper (30 points)

Y ou will choose a unique characteristic of a community college (as you will read in
Contemporary Colleges and Universities, Chapter 3) and compare it to a characteristic of a 4-
year public or private institution. The purpose of this assignment is to get you thinking about the
similarities and differences in institution types. Y ou are encouraged to visit other college
websites and use resources at the University at Albany.

To receive full credit, your paper will:

Highlight a specific community college and a specific 4-year institution and give a brief
summary of each
Discuss a unique characteristic pointed out in Contemporary Colleges and Universities of
and compare the characteristic at the community college and 4-year institution you select
Include at least three references (one from the community college you select, one from
the 4-year institution you select, and Contemporary Colleges and Universities)

o References must be cited in-text and included in a works cited page in a proper

citation style

Be typed in 12pt Times New Roman font
Be double spaced
Be between 500-750 words (not including citations)
Be well-written, clear, organized, and free of grammatical errors
Reflection Paper 2: Why did YOU Choose UAIbany? (25 points)

Y ou will submit a reflection on why you chose UA lbany and discuss how your choice may have
been different during another time period. In your reflection, you need to address the following
questions:

e What are 2-3 reasons you chose UAlbany?

¢ Would your college choice process have been different if you were living in a different
time period? (Y ou will need to select a specific timeframe to discuss)

e If your college choice process would have differed in your selected time period, what
factors would have you considered or not considered in your selected time period?

To receive full credit, your paper will:

Student Services/Student Life Presentation (100 points)

Y ou will conduct an interview with a professional staff member in a student service/student life
office on a college campus and present your findings to the class to discover the roles and
purpose of different departments on a campus (at UA lbany or another campus). For this
assignment, no duplications will be allowed (you cannot choose the same office as someone else
in the class). Offices will be allocated on a first-come, first-serve basis so if you know what
office you would like, submit your selection on the Blackboard Student Services/Student Life
Presentation Idea Discussion Post as soon as possible. In your presentation, you need to address
the following questions:

What is the purpose of the office on campus?

How does this office serve the student population?

What does the office do?

What are the office goals?

What is the office’s organizational structure?

How did the person you interviewed get their position? What is their professional
background?

What are some new things you learned about this office?

How did the interview process go?

If you had to conduct the interview again, what would you do differently?
To receive full credit, your presentation will:

Answer the questions posed above

Include at least one website link, contact information, pamphlets, or other handout
Use a professional presentation aid (PowerPoint, Prezi, etc.)

Be between 8-10 minutes in length

Be professional in nature (professional language, posture, demeanor, etc.)

Final Paper (100 points)

Y ou will write a final, comprehensive paper that addresses one area in higher education you
believe can/should be improved. In your paper, you need to address the following questions:

What is the issue?

Why is the issue important/relevant?

What is the history of this issue?

Who are some of the key players in the issue (federal, state, local, individuals)?
How is this issue being addressed by colleges and universities?

How does this issue influence higher education or how students experience college?
What are some possible solutions to address this issue?

To receive full credit, your paper will:

Answer the questions posed above
Demonstrate the skills and knowledge you have gained throughout the course
e Include at least five references (including at least three sources used in class)
o References must be cited in-text and included in a works cited page in a proper
citation style
Be typed in 12pt Times New Roman font
Be double spaced
Be between 1,250 — 1,500 words (not including citations)
Be well-written, clear, organized, and free of grammatical errors

Academic Integrity:

Academic and professional integrity in this course is vital. It is expected that you understand and
demonstrate ethical behavior in all aspects of your work for the course. Academic integrity
policies can be found at:

http://www.albany.edu/undergraduate_bulletin/regulations.html

Academic dishonesty of any kind will not be tolerated in this course.
Blackboard:

Blackboard will be used for this course for certain readings and all assignment submissions. In
the event of class cancellation for any reason, Blackboard may be used for asynchronous course

activities, but further instructions will be given at that time.

Reasonable Accommodation Policy:

Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, cognitive, learning and psychiatric disabilities. If you believe you have a disability
requiring accommodation in this class, please contact the Disability Resource Center (Business
Administration 120, (518) 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations.

Course Calendar:

DATE MODULE

CLASS PLAN

ASSIGNMENTS
(DUE BY START OF CLASS)

1/24

1/31

2/7

2/14

Introduction

History of
Higher
Education

Course Introduction
Review Syllabus
Pro/Anti College Discussion

Universities in the Middle A ges
Colonial Universities
Reflection Paper Discussion

Mornill Land Grant Acts
GI Bill
Movie Paper Introduction

Higher Education for All
College in Turmoil

- OUTLINE: Reflection Paper 1
(Bring to class)

- Campus Life, Chapters 2
(especially pages 23 — 34) and 3
(especially pages 56 — 62)

- Reflection Paper 1 (Blackboard)
- Campus Life, Chapter 5
(especially 108 — 117)

- History of UAlbany (on
Blackboard)

- The Day the Purpose of College
Changed (on Blackboard)

- Movie idea due (Discussion Post)
Campus Life, Chapters 9
(especially pages 193 — 212), 10, 11
(especially pages 245 — 254)
DATE | MODULE CLASS PLAN ASSIGNMENTS
(DUE BY START OF CLASS)
2/21 History of Module Wrap-Up - OUTLINE: Movie Paper (Bring to
Higher Movie Paper Discussion class)
Education - Campus Life, Introduction,
Chapter 12
2/28 History of Presentations - Movie Paper Due (Blackboard)
Higher - Movie Presentation
Education
3/7 Institutions | Admissions - Contemporary Colleges and
of Higher Types of Institutions Universities, Chapters 1, 2 and 3
Education
3/14. | NO CLASS/ASSIGNMENTS - SPRING BREAK
3/21 Institutions — Leadership - OUTLINE: Comparisons of
of Higher Organization Institutions Paper (Bring to class)
Education § HigherEdforaGlobal Market - Contemporary Colleges and
How to be an Interviewer Universities, Chapter 17, 20, 24
Comparisons Paper Discussion
3/28 Institutions Curriculum - Comparisons of Institutions Paper
of Higher (Blackboard)
Education - Student Services Office Topic
Due (Blackboard)
- Contemporary Colleges and
Universities, Chapters 13, 14 and
15)
4/4 Institutions Retention - OUTLINE: Reflection Paper 2
of Higher Reflection Paper Discussion (Bring to class)
Education - Integration, Motivation, Strengths
(on Blackboard)
- Contemporary Colleges and
Universities, Chapter 11
4/11 Student Introduction to Student - Reflection Paper 2 (Blackboard)
Services/ Services/Student Life - Contemporary Colleges and
Student Life Why Higher Education? Universities, Chapter 4 (especially

pages 36 — 42), Chapter 30
- Perspectives on Student A ffairs
(on Blackboard)

20
DATE | MODULE CLASS PLAN ASSIGNMENTS
(DUE BY START OF CLASS)
4/18 | TBD
4/25 Student Presentations Student Services/Student Life
Services/ Presentation.
Student Life
5/2 Student Presentations Student Services/Student Life
Services/ Presentation.
Student Life
5/9 Why Higher Education
FINAL | Final Paper Due 5/13 (Blackboard — 11:59pm)

*Calendar subject to change at any time

21
University at Albany
School of Education
Department of Educational Administration & Policy Studies

EAPS 202: Leadership in Organizations (3 credits)

Instructor: Dr. Martha J. Asselin

Office: Campus Center, B91

Email: masselin@albany.edu

Phone: 518.442.5445

Office Hours: Walk-in Office Hours: Monday, Tuesday & Wednesday 5 - 6:00 p.m.
Appointments are always welcomed - send email to schedule

Location: Campus Center, B91

Course Description:

Introduction of foundational concepts and theories essential to understanding the role of leaders
in organizational settings. Emphasizes the various definitions of leadership as well as key
theories exploring how individuals lead organizations, facilitate team dynamics, and handle
organizational conflict. Application of foundational knowledge will be demonstrated in written
assignments and oral presentations.

Course Objectives:
By the end of the course, students will:

1) Understand identify major theories of leadership (Foundational Knowledge);

2) Confidently describe and apply leadership theories, skills and behaviors in real
world (A pplication);

3) Critically analyze major leadership theories’ strengths and weakness, practicality
and personal utility through personal reflection and group interaction (Integration
Leaming);

4) Learn to view one’s self-awareness for leadership and followership in meaningful
ways (Human Dimension); and

5) Demonstrate excitement about leadership as a broad, complex, socially constructed,
and multidisciplinary field of study that is more about people than procedures
(Caring).

Required Course Readings & Materials (These are also used in EAPS 370)

Bolman, L.G. & Deal, T.E. (2011). Leading with Soul: an uncommon journey of spirit. San
Francisco: Jossey-Bass. ISBN-13 9780470619001

Jerry II, R. H. (2013). Leadership and Followership. University Of Toledo Law Review, 44(2), 345-
354. ISBN — 10 0470619007

Page 1 of 9

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Kouzes, J. M., & Posner, B. Z. (2007). The leadership challenge (4th ed.). San Francisco:
JosseyBass. ISBN — 978 1 11927896-2

Northouse, P. (2012). Leadership: Theory and practice (6th ed.). Thousand Oaks, CA: Sage.
ISBN — 978 1 4522 03409

Schindler, J. H. (2015). Followership: what it takes to lead. New Y ork, New Y ork: Business
Expert Press, 2015. ISBN- 13 978 160649732-6 (Also available through UAlbany Library
at https://ebookcentral.proquest.com/lib/albanyedu-ebooks/reader.action?docID =1865052)

Optional and Recommended (also used in EAPS 370)

Williams, D.A., Berger, J.B., & McClendon, S. (2005). Toward a model of inclusive excellence.
American Association of Colleges and Universities.

Zhu, W., Zheng, X., Riggio, R. E., & Zhang, X. (2015). A Critical Review of Theories and
Measures of Ethics-Related Leadership. New Directions for Student Leadership, 2015(146), 81-
96.

Writing Expectations
Leaders have a continuing responsibility for effective communications within their organizations and

with their communities. They are frequently called upon to present concise, detailed communications
that address a broad range of public and professional concerns. As a majority of these communications
are written, their ability to structure ideas clearly and to express them effectively in suitable format is a
major consideration in preparing students for the challenge of their professional work.

The evaluation of student work will be based on the concept of developing the student as an effective
leader. To this end, the student should strive for all writing to be of a professional quality, that one
would be willing to share with leaders in the workplace. All work will be evaluated based on clarity of
thought and organization of paper; incorporation of salient and cogent resources and/or evidence; and
assertion of autonomous judgment.

For each assignment, students are expected to draw on a breadth of materials to support arguments and
ideas. Sources should generally be limited to books, peer-reviewed articles, and primary data sources.
While convenient, the internet can be a precarious source of information as the accuracy of information
is often questionable. Only use internet sources if you are certain of the veracity of the source. Viable
internet-based sources might include electronic journals, government reports, and on-line databases such
as those provided by the U.S. Census Bureau.

Page 2 of 9

23
pressures are not sufficient reasons for violations of academic integrity.” (For information on the
University’s classification of academic dishonesty and the repercussions for engaging in such actions,
please visit http://www.albany.edu/undergraduate_bulletin/regulations.html ).

Basic Expectations for Student Writing

+ Any paper with excessive grammatical mistakes and/or misspellings will be not be graded — be
sure to proof read.

+ All papers should be of a professional quality reflective of your status as an emerging leader.

* Donot make unsubstantiated claims or suppositions.

+ Properly cite everything that is not your own.

+ Ensure the paper flows smoothly between ideas and that transitions are provided to ensure
uninterrupted continuance of thought.

Listening and Speaking Expectations
Respect is modeled and expected at all times. Open and honest communication is encouraged. Students

will be provided an opportunity to express personal views and share personal experiences. We will
embrace, honor and celebrate both diversity and commonality of the human experience. Students will be
exposed to various perspectives that may differ from their own. This learning promotes deeper
appreciation and understanding of differences to dispel stereotypes, and supports a climate built on trust

and respect.

Not all discussions need to become debates. Students are encouraged to ‘listen and learn’. Students will
listen to the perspectives of others, learn from one another, and to engage in shared ideas to grow deeper
understanding and knowledge. Participants agree not to interrupt or label others’ viewpoints.

Course Requirements

Candor and Respect:

Students are expected to treat each other and the instructor in a professional, respectful, and
courteous manner. While discussion and dialogue is encouraged in the course, students should
respect the viewpoints of their fellow students, even should they differ.

Assignments:

All papers, assignments, and examinations must be completed in order to complete this course.
Assignments are not option. Late assignment will result in a deduction of grade as described in
the Course Syllabus below.

Accommodations
Reasonable accommodations will be provided for students with documented physical, sensory, systemic,

cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of the Disability Resource Center. That office will

Page 3 of 9

24
provide the instructor with verification of your disability, and will recommend appropriate
accommodations. Please do this in a timely manner.

Evaluation

Evaluation of Work:

The written assignments will be evaluated based upon the above-mentioned writing criteria.
This includes but is not limited to the overall quality of writing; the clarity and logical
development of ideas/arguments; logic of analysis; and the appropriate use of APA guidelines
(when appropriate). All other assignments (e.g. presentations) will be graded based on the
criteria provided.

Assignment Submission:

Except when otherwise noted, each assignment should be submitted in electronic format
(Microsoft word document) via e-mail to the instructor prior to the start of the class it is due.
Should an assignment be due when a student is absent from class, to avoid late penalties, it
remains the responsibility of the student to send an electronic copy of the assignment to the
instructor before the beginning of the class. You should receive a response from the instructor
within two business days noting receipt of the assignment.

Late Assignments:

All assignments turned in after the due date will lose % of a letter grade from the final score for
each 24 hour period that passes before the paper is turned in. (For example, between one minute
and 24 hours, I will deduct % of a letter grade. Between 24 hours and 48 hours, I will deduct an
entire letter grade). If an assignment is late, it is recommended that a paper copy be placed in the
instructor's mailbox and a copy be sent via e-mail so as to establish the time of submission. If no
e-mail copy is sent, time of submission will be when the instructor checks his office mailbox.

Course Evaluation Summary

Assignment Percentage of Grade Due Date
Leadership Profile Project 20% November 9, 2017
Quizzes 20% Oct. 5, 26, & Nov. 16, 2017
Self-Reflection Paper 20% October 5, 2017
Presentation 20% Nov. 30 and Dec. 7, 2017
Focused Dialogue/Participation 20% each class

Page 4 of 9

25
Assignments

Self-Reflection Paper: An important component of leadership development is one’s ability to engage
in self-reflection. Each student will be required to submit a 5-6 page paper that takes a reflective
approach to analyzing the factors and influences that have shaped who you are as a leader. The
following questions may help guide your reflection: What do you value? Who or what has influenced
your values? What factors have shaped how you engage with the world around you? What attributes
and capabilities are most important to you? What are your strengths? How do you apply your
strengths in leadership settings? In this paper, you should describe how your responses to one or more
of these questions shape your leadership philosophy as well as incorporate relevant material from the
course readings. This is worth 20% of your course grade.

Leadership Profile Project: The effectiveness of learning increases when students can create
connections between their learning in the classroom and their life experiences (Knowles, Holton, &
Swanson, 2005). Collaborating on this group project while using popular media, each student will
profile a leadership theory, concept, principle or a character who they see as a leader from the
assigned media clip. The individual profiles (should be 3-4 pages) will be compiled into a group
leadership profile project. Group members will be responsible for reviewing and editing the
leadership profile project prior to submission. A sample profile protocol will be developed by the
class during one of the class sessions. This protocol will be based on class readings and be used to
evaluate the project. The profile should use at least two leadership theories from the Northouse book
to evaluate the individual’s leadership style. The group’s leadership profile should not exceed 15
pages (including title page and references) and are worth 20% of the course grade.

Leadership Profile Presentation: The student will present the finding of their leadership profile
project to the class. The presentation guidelines will be provided in class and the presentation will be
worth 20% of the course grade.

Quizzes: Three quizzes will be given throughout the semester. The two highest quiz grades will be
worth a total 20% of the course grade.

> Focused Dialogue: Students are expected to participate as active learners in the class through both
quantity and quality of their involvement. All students are expected to attend class and should let
the instructor know by noon of the day of class if they will not be able to attend class. At times,
conflicts may prevent a student from attending class. If a student does miss class, it is up to the
student to obtain notes and other assignments from their peers.

Your focused dialogue grade (worth 20% of the course grade) will be assigned based on the quality
of your discussions (e.g., integration and consideration of course readings); respect for other’s views;

and consideration of others (i.e., not “hogging” the conversation, holding side conversations, or
talking when others are talking).

Page 5 of 9

26
15 Week Course Outline:

While changes in the schedule are not anticipated, the instructor reserves the right to rearrange the
course timeline. Below is an overview of the course outline and timeline.

Thursday, August 31 Week 1 Introduction and Expectations

1. Meet your Classmates

. What this class is (and is not).

. Structure of the Course

. Expectations (Broccoli and Hi-Fives)

. Introducing Key Concepts and Resources
. Leadership Defined

Au PON

a Activity: Pre and postindustrial leadership
b Conceptualizing leadership

Assignment for next class:
Read: Northouse, Chapter 1, 2 and 3

Thursday, September 7 Week 2 Leadership Defined: Part 1
1. Trait Approach
2. Skills Approach
3. StrengthsFinder Assessment - Guest Presenter: Cathy Parker
4. Activity — Traits and Skills of Leaders

Assignment for next class:
Read: Northouse, Chapters 4 and 5

Thursday, September 14 Week 3 Leadership Defined: Part 2

1. Style Approach
2. Situational Approach
3. How Strengths Apply

Assignment for next class:
Read: Northouse, Chapters 6, 7 and 8
Outline for Self-Reflection Paper

Thursday, September 21 Week 4 NO CLASS - HOLIDAY

Assignment for next class:
Read: Northouse, Chapters 9, 10, 11, and 12

Page 6 of 9

a:
Work on draft of Self-Reflection Paper

Thursday, September 28 Week 5 Overview of Leadership Theory Families

. Contingency Theory (Chapter 6)

. Path-Goal Theory (Chapter 7)

Leader-Member Exchange Theory (Chapter 8)
Transformational and Transactional Leadership (Chapter 9)
. Servant Leadership (Chapter 10)

Authentic Leadership (Chapter 11)

. Team Leadership (Chapter 12)

. Social Change Model

. Families of Theories

CPONAARONE

Assignment for next class:
Self-Reflection Paper — remember your StrengthsFinder results
Be prepared for Quiz 1

Thursday, October 5 Week 6 The Role of Leaders: Challenging the Process
1. Confronting the Status Quo Self-Reflection Paper Due
2. Changing the Status Quo
3. Learning to Take Risks
4. QUIZ1
5. Popular Media to depict leadership — setting up Groups for Leadership Profile

Assignment for next class:
Read: Kouzes & Posner chapters 3 & 4
Optional readings: chapters 1 & 2 in Kouzes & Posner

Thursday, October 12 Week 7 The Role of Leaders: Inspiring a Shared Vision

1. Envision the Future

2. Find a Common Purpose
3. Enlist the help of Others
4. The Leadership Challenge

Assignment for next class:
Page 7 of 9
Read: Kouzes & Posner chapters 5
Work on Leadership Profile Project

Thursday, October 19 Week 8 The Role of Leaders: Enabling Others to Act

1. Foster Collaboration
2. Create a Climate of Trust
3. Enhance Self-Determination

Assignment for next class:
Read: Kouzes & Posner chapters 6
Work on Leadership Profile Project
Be prepared for Quiz 2

Thursday, October 26 Week 9 The Role of Leaders: Modeling the Way

1. Recognize Contributions

2. Celebrate Values and Victories
3. Create a Spirit of Community
4. QUIZ 2

Assignment for next class:
Read: Kouzes & Posner chapters 7 & 8
Work on Leadership Profile Project

Thursday, November 2 Week 10 Leadership and Authenticity

1. The Heart of Leadership
2. Authenticity
3. Community

Assignment for next class:

Read: Bolman and Deal, Entire Book; Northouse, Chapters 14 and 15
Leadership Profile Project is due

Thursday, November 9 Week 11 Culture, Diversity & Gender

Page 8 of 9

29
1. Women and Leadership Leadership Profile Project Due
2. Culture and Leadership

3. Inclusive Excellence

4. Diversity Simulation (in class)

Assignment for next class:
Read: Northouse, Chapters 16 and Schindler, Chapters 1 and 2
Be prepared for Quiz 3

Thursday, November 16 Week 12 Leadership Ethics and Followership
1. Theories and Measures of Ethics
2. Followership Theories
3. Leadership vs Followership
4. QUIZ3

Assignment for next class:
Optional readings: Zhu, Zheng, Riggio & Zhang,
Prepare for Student Presentations

Thursday, November 23 Week 13 NO CLASS - HOLIDAY

Thursday, November 30 Week 14 Student Presentations

Thursday, December 7 Week 15 Student Presentations

THURSDAY, December 14 FINAL EXAMS: 5:45 -7:45 P.M. OR 8:00 — 10:00 P.M.
Page 9 of 9

30
Course Outline - EAPS 300
Social Foundations of Education
The University at Albany, SUNY

Dr. Gina Giuliano
office: ED 313
ggiuliano@albany.edu

Office Hours (varies by semester)

Drawing upon the disciplinary tools of the humanities and social sciences, social foundations
aims to help future education professionals ask critical questions about and develop a nuanced
understanding of: (1) Competing visions of the purpose(s) and practice(s) of education; and (2)
The array of cultural, economic, historical, political and social ideas and contexts that inform
educational structures, policies, and practices, and shape the educational experiences of
individuals and social groups. It also aims to improve reading, writing, research and critical
thinking skills, and foster a dialogue among participants by using teamwork, traditional and
modern tools (such as Blackboard, Zoom and VoiceThread).

Required Books

. Koonce, (latest edition). Taking Sides: Clashing Views on Educational Issues, McGraw
Hill.

. Dufour & Curtis, (2011). Studying Education: An Introduction to the Key Disciplines in

Education Studies. McGraw Hill.

Teams will choose one book and one movie from the attached list. (Most (not all) of
the books are on 48-hour reserve in the library, or can be purchased at bookstores and online
vendors)

Other readings will be posted in Blackboard.
Evaluation

Participation: 20%; this includes attendance (10%) + all-class & Team discussion (10%)
JiTA / Quiz: 20% (5 @ 4 points each)

Online Discussion Journal: 15%

Activity: 5%

Essay: 20%

Team Lesson Plan, Presentation & Assessment: 20%

31
Class Schedule (may be adjusted by instructor occasionally):

A Shaded Row in the Table = Bring Book to Class

pate

FFocus

Reading

Assignments Due

elcome: Introduction
(Only A Teacher, other
videos, BLS, Collaborate

Assign LP Teams
lice Breaker

IAP article/mentors handout/
ticles about teaching,
College learning (in Articles
folder within Learning
odule 1 on on Blackboard)

[Lesson Plan prep
Hand out Lesson
IPlan/Presentation guidelines

1 Blackboard discussion
ournal entry & 1 response
ost

Start to think about the

book & movie your Team

vill use for the lesson plan

Definitions
lis school enough?

Studying Education Chapter
7, Comparative Education

iscussion, Taking Sides
issues
HiT A/Quiz | posted

Studying Education Chapter
(7, Comparative Education
jTaking Sides, preface &
introduction, and Issues 13,
18 & 21

| Blackboard discussion
Journal entry & 1 response
fpost

(Only A Teacher |

[Taking Sides, Issues 6 & 20
Studying Education Chapter
7, Comparative Education

Discussion, Taking Sides
Issues
Hand out Sass guidelines

Studying Education Chapter
7, Comparative Education
[Taking Sides, Issues 6 & 20

| Blackboard discussion
ournal entry & 1 response
post

WiTA/Quiz 1 due by 1 PM

History of Education

[Taking Sides, Issues 6 & 20

32
Date

heading

Assignments Due

cussion, Sass timeline

Sass, American Educational
History Timeline (in Mod 2
Articles on Blackboard)

[The five most important

vents in American

[Educational History due by
1 PM & bring to class
Blackboard dis n
ournal entry & 1 response
ost

(Only A Teacher 2
IEssay handed out

[Lesson Plan Prep
iTA/Quiz 2 posted

Deadline for any changes td
lesson plan book & movie
1 Blackboard discussion
ournal entry & 1 response
ost

Philosophy of Education

[Taking Sides, issues 1, 2, 3, 4
Ke, 22

Studying Education Chapter 3
[The Philosophy of Education

Discussion, Taking Sides.
issues

[Taking Sides, issues 1, 2, 3, 4
[Se 22

Studying Education Chapter 3
[The Philosophy of Education

iTA/Quiz 2 due by 1 PM
| Blackboard discussion
ournal entry & 1 response
ost

(Only A Teacher 3

[Taking Sides, issues 1, 2, 3, 4
&x 22

Studying Education Chapter 3
[The Philosophy of Education

IEssay Due

[Lesson Plan Prep
uiz/JiTA 3 posted

| Blackboard discussion
ournal entry & 1 response
ost

Sociology of Education
Pay it Forward Clips
IEssay handed out

|Taking Sides, issues 12, 14,
17

Studying Education Chapter 5
[The Sociology of Education

Discussion, Culture Pie

[Taking Sides, issues 12, 14,
17

Studying Education Chapter 5
[The Sociology of Education

iTA/Quiz 3 due by 1 PM
i Blackboard discussion
ournal entry & 1 response
post

33
Date

Focus

Reading

Assignments Due

(Closing the Achievement
jap video

Studying Education Chapter 4
[The Economics of Education

[Lesson Plan Prep
Quiz/JiTA 4 posted

Studuing Education Chapter 4
[The Economics of Education

| Blackboard discussion
ournal entry & 1 response
ost

[Economics of Education

[Taking Sides, issues 5, 10
Studuing Education Chapter 4
[The Economics of Education

[Essay Due

Discussion, Is the tassel
orth the hassle
Quiz/JiTA 5 posted

[Taking Sides, issues 5, 10
Studuing Education Chapter 4
[The Economics of Education

Quiz/JiTA 4 due by 1 PM
i Blackboard discussion
ournal entry & 1 response
ost

[Educational Policy

[Taking Sides Issues 8, 9, 11,
15, 16

‘Lesson Plan Prep
[Lesson plan assessments
handed out

[Taking Sides Issues 8, 9, 11,
15, 16

iTA/Quiz 5 due by | PM
| Blackboard discussion
ournal entry & 1 response
ost

[Lesson Plan Presentations

[The book your Team chose,
ind all lesson plan
ssignment handouts

Powerpoint presentations
must be in by 2 pm

[Lesson Plan Presentations

[The book your Team chose,
nd all lesson plan
ssignment handouts

Powerpoint presentations
must be in by 2 pm

| Blackboard discussion
ournal entry & 1 response
ost

jo Class

[Lesson Plan ass
self, Team,
eer & data entry) due

‘ssments

(Country Boys video clips

(Country Boys video clips,
jiscussion of video
iTA/Quiz 6 posted

1 Blackboard discussion
ost Journal entry & 1
response

ost

34
Date Focus Reading Assignments Due

[Educational Technology [Taking Sides, issues 7 & 19 |Quiz/JiTA 6 due by 1 PM
Studying Education Chapter 6}1 Blackboard discussion
[The Psychology of Education Journal entry & 1 response
ost

[Finals Week - No Class

Written Assignments:

Grammar, punctuation, spelling and clarity of expression matter on all written assignments. I am
serious about this. For students with trouble in this area, I suggest referring to Strunk, W. and
White, E.B. Elements of Style. New York: Macmillan Publishing. A dictionary, for example,
Webster's II New College Dictionary, would be a good addition to your personal library.

The following is one of the MOST IMPORTANT ASPECTS of this course: All written work
except the journal must be properly researched and cited! I cannot emphasize this enough. You
should use references even when the assignment is based solely on assigned readings. Please use
APA format for citations, although if you are more comfortable with Turabian, MLA, Chicago, or
some other, that is all right with me, also. For students who are unfamiliar with citation style, I
suggest taking a look at the Publication Manual of the American Psychological Association (5th
edition) (2001). If you need assistance with citing Internet pages, visit the American Psychological
Association's web site.

In terms of format, margins, fonts, etc.: your choice, provided it is legible. Word count is more
important than number of pages. Assignments should be submitted via Blackboard (electronically)
and attachments should follow a file naming convention: firstnamelastnameessaynumber (.doc,
docx, .wpd, .rtf).

Essays on reading:
Students will be given a question or a few questions to choose from to reflect on with the
expectation that essays will be prepared in response. Students must use formal citations to class
reading (meaning TS and D&C) as well as one scholarly “outside” source. In addition to including
citations, a complete works cited list must be attached. (Online cites should be more than the
URL.)

Please name the file yourfirstnameyourlastname. So, using my name as an example, if I saved the
file in RTF (you are welcome to use Word DOC or DOCX, or WordPerfect WPD — no Works or
Pages) the essay would be called ginagiuliano.rtf

Lesson Plan and Presentation on an education themed book and movie:

Lesson Plan Teams will verbally present the results of a lesson plan they develop about one of the
30 books and 30 movies on the list. A Powerpoint presentation must be part of the presentation,
and this must be sent to me electronically (call it geest300roupnumber.ppt). I will be posting them

35
on Blackboard. Teams must let me know which book and movie they are choosing - each Team
must present on a different book and movie so I will approve the choices. (It might be a good idea
to have more than one book and movie in mind for this reason.) A Team cannot choose the same
book and movie. Guidelines for this assignment will be handed out, and I will also provide you
with resources that should be incorporated.

You will be given some time in class to work on the Lesson Plan and Presentation. I expect you
will have to meet a few times outside of class as well.

The dates listed are the original publication dates; you may find a later edition, which is OK.
Purchase a copy yourself (they are easy to find at bookstores and online vendors), or read one of
the copies that are on 48-hour reserve in the University at Albany uptown campus library. Some of
the books, and all of the movies are not on reserve. Don’t procrastinate!

Lesson Plan/Presentation Assessment:

Students will complete Self/Peer and Team assessments of the lesson plan/presentation
assignment. Forms will be handed out. Do not “cop out” by giving all Teams or all peers exactly
the same score. The Team and self/peer paper forms will be submitted in class, and the data will
also be entered in Blackboard.

Blackboard:
This class has a page in Blackboard, and also one in the University at Albany’s Eres service.
Students should regularly access the Blackboard site for class materials. (Eres is rarely used.)

Online Discussion Journal and Dialogue:

Students should make one original entry per week (14 entries total).The syllabus calendar lists it
on specific dates, but this is simply to remind you to do it; you can make entries any time during
the week. The journal should focus on educational issues, sparked by class, the reading, the
newspaper or other media, other classes you are taking or have taken**, and life experiences.
Tangents, on occasion, are OK also, as long as your journal generally addresses educational
themes. Do not multiple submit work you have completed for another class, such as your EEDU
390 journal or something you submitted in EPSY 200 -- that is considered academic dishonesty.
Grammar, spelling, punctuation and clarity of expression matter in the discussion area and on all
written assignments, including the journal.

Watch the typos! The content of your individual entries, as well as the journal as a whole, will be
taken into consideration; but use 250 words per entry as a guideline for the “floor” for post length.
Avoid excessively short journal entries - if your post are too short, you will not receive full credit.
If you have to worry about counting words or sentences, your entry is probably not substantive.
You will not be evaluated on your opinions, but on performing the assignment during each
module, and on your ability to reflect on and to convey material.

Students should also respond to other students’ discussion journal once per week (a total of 14

36
times throughout the semester - the syllabus lists specific dates in the calendar, but this is just to
remind you to do it; they can be made at any time during the week. Your posting should be
consistent throughout the semester — do not procrastinate).

So, your direct journal/blog posts plus responses to the blogs of others = 14 + 14 = 28 entries and
comments throughout the semester. Responses must be substantive, but do not need to be as long
as your original journal/blog posts. The discussion journals should be a dialogue.

Class Participation:

Students are expected to complete all assigned readings and to be prepared to discuss them in
class. I will take attendance, and it will count towards participation grade in this clas:
participating in the Blackboard discussion will count toward participation, the Team discussion
exercises will count toward participation. The Blackboard site will contain a lot of important
supplementary materials. Students are encouraged to participate there and in the classroom, but
are expected to stay focused, on task, and to be courteous and respectful at all times to the
instructor and to all other students.

Attendance:

Attendance will be taken every week, and it counts. Taking attendance helps me to learn you
name. There really are no “excused” absences in this class. If you are ill, please use your own
judgment (I would rather not catch something, and will try not to expose students if I am sick.)
Notes explaining absences for athletic reasons, deaths of friends or family, and medical reasons
should come from the appropriate office (ie, Undergraduate Studies etc.) and they will be taken
into account to some small degree, but students with excessive amounts of absences, regardless of
whether they are “excused” cannot receive full credit for participation and Team activities, and do
not translate to automatic extensions on assignments. So if your team membership, a family
obligation or some planned surgery is going to mean that you miss a lot of classes, perhaps it
would be better to take this class during the “off” season, once you have recovered, or when your
wedding duties are finished. Don’t bother me with justifications such as court appearances for
driving infractions and leaving early for vacation. The Lesson Plan presentation cannot be
rescheduled, and if you miss it, it is a deal-breaker; there is a major point loss on the assignment,
regardless of the reason you missed class.

Team Exercise:

Each class where there is team discussion, I will assign you to a small Team of 4-6 members, tell
you the material on which your Team should focus, and outline the parameters of the assignment.
Teams will have time to meet during class, and they will be responsible for the discussion and
completing the activity assigned. Students should come to class prepared - this means having
done the reading. You should bring your book to class unless you have a great memory for
reading. Teams will hand in a brief written document at the end of each discussion.

Just in Time Assessment and Quizzes:
Several times per semester, I will post reading-based questions on Blackboard that you answer as

37
a JiTA, or I will post a brief multiple choice quiz on the reading. You must submit your responses
electronically through BLS to me by | PM on the day they are due. You will be given at least a
week to do the questions. Late JiTAs and Quizzes will not count, no exceptions. There will be six,
so the lowest grade will be dropped. Quizzes will be more common than JiTAs.

Assessment:

Students will submit assessments during the semester for the Lesson Plan assignment. The
assessments are: 1) A form assessing your own and the other Teams’ presentations; 2) A form
assessing your own individual and your peers in your own Team on the project.. The self/peer and
Team assessments will be submitted both on paper, and entered into an electronic “quiz.”

Deadlines:

Please respect the deadlines! There is a penalty for late work. That said, I would rather you asked
for an extension, than resorted to cheating. However, no extensions are possible on the Lesson
Plan presentations, JiTA and Quiz cannot be made up. When the assignment is handed in on paper
(for instance, the assessments): the deadline is the date it is due in class. When an assignment is
submitted electronically (essays, the lesson plan itself), the deadline is 11:59 pm on the date it is
due. For the required powerpoint component of the lesson plan, the deadline is 10 am for the day
class, and 2 pm for the evening class, on presentation day. For JiTA and Quiz, the deadline is 1
PM on the date it is due, and late submissions do not count. Blackboard discussion journal and
dialogue posting should be done consistently throughout the semester. Students who wait until the
last minute of the semester to make all or many of their posts will not receive very much credit.

Electronic Submission:

Electronic submission is required for JiTA (please don’t use fancy fonts, bullets, etc. for JiTA),
Quiz, essays, journal/blog, and the lesson plan presentation. I prefer assignments be submitted via
Blackboard. Please follow the rules for naming electronic files. For individual assignments it is
always yourfirstnameyourlastname and then some indication of the type of assignment (1 or 2 for
the essays, jitanumber for jita, peer, Team and self for the assessments). For the lesson plan
presentation it should be semesterteamnuumbereest300. (For example, fall2015team3eest300.ppt.)
I require attachments (rather than text typed in the body of emails), with Word (DOC),
WordPerfect (WPD), or Rich Text Format (RTF) for word processing files. I require Powerpoint
or Prezi for the presentations. If you use something else, such as Works (WPS) or Pages please
convert it to RTF before sending it to me.

Academic Dishonesty:

Academic honesty is essential, and assumed. The written assignments (essays, self assessment,
journal), quizzes and assessments in the class should be your independent work. They must reflect
your own effort. The sole assignment in class that is truly collaborative is the team work.
Academic dishonesty includes multiple submission — handing in work you created for and
submitted in another class.The online discussion journals should not be multiple submissions
from another class, nor are they collaborative;. They do have a dialogue requirement (in that you
must comment on the blog posts of other students), but aside from that, they should be original

38
work. Plagiarism or cheating of any kind will result in course failure, and referral to the
University's Office of Community Standards, where the penalty may include being expelled from
the university (as several students have learned the hard way, I have zero tolerance for academic
dishonesty). Refer to the university’s Undergraduate Bulletin if you are in doubt about the policy.

Accommodations for Students with Disabilities:

Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, cognitive, learning and psychiatric disabilities. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disabled Student Services
(Campus Center 137, 442-5490). That office will provide the course instructor with verification
of your disability, and will recommend appropriate accommodations.

Class Ground Rules:

Turn off your cell phones. Do not text message during class. The use of smart phones and
tablets for social communication distracts me. If you bring a computer to class, do not use it for
Instant Messaging, emailing, surfing the Internet, using facebook, playing computer games, etc.
during class. Naturally I understand the need to get up occasionally to go to the bathroom or
vending machines, but I really dislike the classroom becoming a revolving door. It is very
distracting, so keep these sorts of interruptions to a minimum. Be courteous to me and to your
peers; what this means is that you should not be rude when you do not agree with something
(although feedback and civil debate are encouraged), and should avoid side chats, making a lot of
noise, packing up your things, or showing signs of impatience when someone else is speaking.
Come to class prepared; this means you should do the reading.

Finally: there are four what I call deal-breaker issues in this class that may result in a major point
loss.

1. Violation of Academic Integrity

2. Missing or being a free rider on the Team Lesson Plan Presentations
3. Submitting unacceptable essay or not submitting an essay at all

4. Failing to submit Assessments (peer, team, self)

Book & Movie List for the Lesson Plan Presentations:

Key: * = book is not on reserve. Two teams cannot choose the same book or movie. In some cases
lam aware that there are both a book and a movie available by that title. If you see one on either
list that you would rather use as a book, or as a movie, but it is on the opposite list, that’s
acceptable, but let me know. (You will still be requires to choose a book off the list if you ask to
select Blackboard Jungle as a movie instead of a book, for instance.) I will also consider
reasonable proposals for alternative books or movies.

The books:

Teacher (1963, Ashton-Warner),
Teacher Man (2006, McCourt),

39
The Water is Wide (1972, Conroy),

A Separate Piece (1963, Knowles)*,

Educating Esme (1999, Codell),

High School Confidential (2007, Iversen)*,

Blackboard Jungle (1954, Hunter)*,

How Children Fail (1964, Holt),

Up the Down Staircase (1963, Kaufman),

Savage Inequalities (1992, Kozol)

Homeschooling for Excellence (1988, Colfax),

How Children Learn (1990, Holt),

To Sir with Love (1959, Braithwaite)*,

Among School Children (1990, Kidder),

Holler If You Hear Me (1999, Michie),

My Freshman Year: What a Professor Learned by Becoming a Student (2005, Nathan),
Front of the Class: How Tourette Syndrome Made Me the Teacher I Never Had (2005, Cohen),
The Process of Education (1960, Bruner)*

The Foundation of a Liberal Education (1954, Hutchins)*

The movies: (none are on reserve)
Stand and Deliver (1988)

School of Rock (2003)
Kindergarten Cop (1990)

Billy Madison (1995)

Precious (2009)

Never Been Kissed (1999)

Mr. Holland's Opus (1996)

Music of the Heart (2000)

Stand and Deliver (1988)

Lean on Me (1989)

Dangerous Minds (1995)

10 Things I Hate about You (1999)
Freedom Writers (2007)

Dead Poet's Society (1989)
Emperor's Club (2002)

Mean Girls (2004)

Akeelah and the Bee (2006)
October Sky (1999)

Waiting for Superman (2010)

10
Instructor:
Office:
Email:
Phone:
Office Hours:

Location:

University at Albany
School of Education
Department of Educational Administration & Policy Studies

EAPS 370: Leadership in Practice

A Blended Course (meets online and face-to-face)
Meets face-to-face weeks: 1, 4, 7, 10, 14, and 15

Spring 2017
Thursdays 4:14 - 7:00 p.m.
ED 0123

Dr. Martha J. Asselin

Campus Center, B91

masselin@ albany.edu

518.442.5445

Mondays and Wednesdays 5 — 6:00 p.m.

Appointments are always welcomed —email to schedule

Campus Center, B91

Course Description:
EAPS 370: Leadership in Practice is a 15 week, blended online learning along with six (6) face-to-face

experiences on weeks 1, 4, 7, 10, 14 and 15. The course is designed to help students develop skills to
recognize and analyze leadership styles and characteristics through examination of leaders, research
and organizations. The course uses case studies, individual reflection and exercises as the material for
applying leadership to practice.

Course Prerequisites:
EAPS 202 and RPAD 329/329Z (=R POS 329/329Z) or EPSY 411

Course Objectives:
By the end of the course, students will be able to

e Recognize different leadership styles in a practical setting.

eeee

Apply theories from prior course work to their own experiences.
Identify their own leadership style/characteristics.

Critically examine leaders and organizations.

Identify sources of leadership research.

Page 1 of 9

41
Required C ourse Readings & Materials (These are also used in EAPS 202)

Bolman, L.G. & Deal, T.E. (2011). Leading with Soul: an uncommon journey of spirit. San Francisco:
Jossey-Bass.

Bumette, J. L., Pollack, J. M., & Forsyth, D. R. (2011). Leadership in extreme contexts: A groupthink
analysis of the May 1996 Mount Everest disaster. Journal of Leadership Studies, 4(4), 29-40.
Retrieved at
http://www.academia.edu/2841758/Leadership _in_extreme_contexts_A_groupthink analysis
_of the May 1996 Mount _Everest_disaster.

Community Tool Box. Ethical Leadership. Chapter 13, Section 8. http://ctb.ku.edu/en/table-of-
contents/leadership/leadership-ideas/ethical-leadership/main.

Hollander, E. P. (1995). Ethical challenges in the leader-follower relationship. Business Ethics

Quarterly, 5(1), 55-65. Retrieved at https://www.jstor.org/stable/pdf/3857272.pdf.

Jerry II, R. H. (2013). Leadership and Followership. University Of Toledo Law Review, 44(2), 345-
354. Retrieved at
https://scholarship.law.ufl.edu/cqi/viewcontent.cqi?article=1319&context=facultypub.

Kouzes, J. M., & Posner, B. Z. (2007). The leadership challenge (4th ed.). San Francisco: Jossey-Bass.

Northouse, P. (2012). Leadership: Theory and practice (6th ed.). Thousand Oaks, CA: Sage.

Schindler, J. H. (2015). Followership: what it takes to lead. New Y ork, New Y ork: Business Expert

Press, 2015. (Available through UAlbany Library at
https://ebookcentral.proquest.com/lib/albanyedu-ebooks/reader.action?docID =1865052)

Waggoner, Jessica, "Ethics and Leadership: How Personal Ethics Produce Effective Leaders" (2010).

CMC Senior Theses. Paper 26.
http://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1025&context=cmc_theses

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