The Graduate School of Education University of Massachusetts Lowell SYLLABUS Leadership, Law and Policy Spring Course Number: 08.601.201 Faculty: Kate Harrington, Ed.D. Faculty e-mail: Kathleen_harrington@uml.edu khsrringtonreading@comcast.net Faculty phone: 781-944-0479 (home) 781-521-2823 (cell) Course Meeting Time: Tuesdays, January 21, May 2, 4:00-6:30p.m. COURSE DESCRIPTION: This course examines forces that shape higher education from the perspective of leadership, law and policy. The course will examine federal, state and local influence on higher education as well as the role that leaders at the national, state, and institutional level play in shaping institutional agendas. Students will be expected to research the critical forces in these areas, analyze the impact on higher education and discuss the changing nature of higher education as tied to these elements. LEARNING OUTCOMES: Demonstrate knowledge of key legislation that has shaped and/or is shaping higher education, particularly in Massachusetts Demonstrate knowledge of key policy action that has shaped and/or is shaping higher education, particularly in Massachusetts Demonstrate knowledge of the impact of individual leaders on federal and state legislation and policy and institutional history Communicate effectively knowledge and application of knowledge to current situation 1
REQUIRED TEXTS: Altbach, Philip G.; Cumport, Patricia J.; and Robert O. Berdahl. (Eds.) (2011). American Higher Education in the Twenty-First Century: Social, Political, and economic Challenges, 3 rd edition. Baltimore, MD; Johns Hopkins University Press. Fowler, Frances C. (2013). Policy Studies for Educational Leaders: An Introduction, 4 th edition. Boston, MA: Pearson Press. U.S. Department of Education, A Test of Leadership: Charting the Future of U.S. Higher Education. Washington, D.C., 2006. (can be found at http://www2.ed.gov/about/bdscomm/list/hiedfuture/reports/final-report.pdf) The Chronicle of Higher Education Inside Higher Education APA latest edition for writing assignments. Students must demonstrate effective and sustained use of the latest APA format guide on assignments when required. Useful resources: Alexander, Klinton W. and Alexander, Kern. (2010) Higher Education Law: Policy and Perspectives. New York, NY: Routledge Publishing. Dayton, John. (2012) Education Law: Principles, Policies and Practice. CreateSpace Independent Publishing Platform. Heller, Donald. (2011) The States and Public Higher Education Policy: Affordability, Access and Accountability. Johns Hopkins University Press. Kaplin, William and Lee, Barbara. (2007) The Law of Higher Education, 4 th edition. San Francisco, CA : Jossey-Bass Publishing. 2
COURSE MEETINGS AND ASSIGNMENTS Exact schedule is subject to change as semester progresses. Week DATE: What we re doing today: What s due today? Tuesday 1 January 21, Introductions Set course expectations Discuss grading rubrics n/a 2 January 28, 3 February 4, 4 February 11, Policy context in Massachusetts National policy context Critical issues: Spellings Commission Accreditation College Cost College Access Critical issues continued Assessment Changing nature of the faculty Student Success Changing demographics Fowler, Chapters 1 and 6 Altbach et al., Chapters 5 and 6 Mass General Laws: Chapter 15a, Section 9; Chapter 75, Sections 1, 2, 7 and 8; Chapter 69, sections 30 and 30a http://www.mass.edu/visionproject/vision.asp - read information on Vision Project and key initiatives Fowler, Chapters 2, 3 and 7 Altbach, Chapter 3 and 4 U.S. Department of Education, A Test of Leadership: Charting the Future of U.S. Higher Education. Washington, D.C., 2006. (can be found at http://www2.ed.gov/about/bdscomm/list/hiedfuture/re ports/final-report.pdf Class Presentations: Elizabeth, Ryan, Mark, Amanda Fowler, Chapter 4 and 5 Altbach, Chapters 9, 10 and 13 Class Presentations: Alana, Jen, Andrade, Jeff 3
February 18, Critical issues continued: What defines a degree: courses vs. badges, certificates, competencies: Technology and learning Financial Aid Role of external forces on policy formation Altbach, Chapter 8 Class Presentations: Todd, Sarah, Melanie 5 February 25, 6 March 4, Policy Formation Guest Speaker: Rep. Tom Sannicandro, Cochair, Joint Committee on Higher Education Federal Role in education policy Fowler, Chapter 8-12 Altbach, Chapter 5 7 March 11, March 18, March 25, 8 April 1, 9 April 8, 10 April 15, 11 April 22, Legal issues in higher education: constitutional issues (free speech, due process, SPRING BREAK NO CLASS Legal issues in higher education: civil rights and discrimination law Legal issues in higher education: FERPA, copyright Legal issues in higher education: Clery Act, wrap-up Leadership and institutional culture Assignment 2 due 4
12 April 29, Assignment 3 due CLASS ATTENDANCE POLICY: Scheduled class meetings; communicate any planned or unplanned absence to faculty via email EVIDENCE EXPECTED FOR MEETING COURSE OBJECTIVES: Class participation Completion of readings evidenced by class contributions Completion of assignments AVOIDING ACADEMIC DISHONESTY: Graduate School Policy: http://www.uml.edu/catalog/graduate/policies/academic_dishonesty.htm Academic dishonesty includes but is not limited to: Cheating - use, or attempted use, of trickery, artifice, deception, breach of confidence, fraud, or misrepresentation of one's academic work. Submission of the same work in its entirety for credit in two courses without obtaining the permission of the instructors constitutes cheating. Collaborating with others when not explicitly allowed by the instructor constitutes cheating. Fabrication - falsification or invention of any information or citation in any academic exercise. Plagiarism - representing, whether intentionally or unintentionally, the words or ideas of another as one's own work in any academic exercise. Facilitating dishonesty - helping or attempting to help another commit an act of academic dishonesty, including substituting for another in an examination, misrepresenting oneself, or allowing others to represent as their own one's papers, reports, or academic works. 5
Assignments 1. Prepare, present and facilitate a 15 minute discussion on one of the critical policy areas. Identify the key question(s); major influences; key players and possible policy directions. 2. Write a memo to the appropriate institutional representative proposing a necessary policy (or policy revision). Include details on necessary implementation, communication and impact. 3. Prepare a paper presenting your view of the most critical legal issue facing and/or faced by higher education. Defend your position. 6
Presentation Grading Rubric Mastery Proficiency Novice Content Provides accurate and complete explanation of key points, concept and theories drawing on relevant literature. Presenter goes beyond description to provide thorough analysis and insight, synthesizing material to present unique viewpoint. Conclusion builds clearly on information presented and presents logical outcomes and priority of order. Speaker appears polished and confident, responsive to audience. Communication aids enhance the presentation. Speaker does not rely exclusively on notes while presenting. Explanations of concepts, key points and theories are accurate and complete. Information is presented clearly but analysis leaves gaps. Conclusion builds on information presented with related outcomes. Elements of key points, concepts or theories are missing or inaccurately stated. Support for key points may be lacking or multiple examples may be presented for one idea while ignoring support for other elements. Information is summarized incompletely. Conclusion does not build on information presented nor draw to logical outcomes. Delivery Speaker appears confident though shows some signs of uncomfortableness (hesitations, fumbling with materials, trouble responding to questions.) Some difficulty in reading the audience. Communication aids reinforce the presentation but do not enhance. Speaker appears uncomfortable and audience has difficulty in understanding all or portions of the presentation. Lack of communication aids or use of poorly prepared aids. Writing Grading Rubric 7
Mastery Proficiency Novice Content Development Has clear and compelling thesis. Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work. Evidence is provided to support and challenge claims in the writing. Conclusion is clear and follows logically from presentation of ideas presented. Demonstrates analysis and synthesis of concepts. Clear stated thesis but lacking in nuance or complexity. Claims supported by evidence but in some instances the link between claim and evidence is weak and/or lacking. Analysis may miss key points or fail to develop completely. Writing shows lack of synthesis of concepts into coherent whole. Logical conclusion builds on claims made in writing. Thesis is weak, confusing or stated unclearly. Examples rather than evidence are presented to support claims. Evidence presented may be weak, inconclusive or poorly used to support argument. Descriptive rather than analytic treatment of subject. Genre and Disciplinary Conventions Formal and informal rules inherent in the expectations for writing in particular forms and/or academic fields (please see glossary). Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation. Sources and Evidence Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing. Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing. Control of Syntax and Mechanics Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free. Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors. Uses language that generally conveys meaning to readers with clarity, although writing may include some errors.. 8