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Course Syllabus
Course Number: HIED 766/866
Semester: Spring 2012
Course Title: The Modern Community College
Course Sequencing and Prerequisites: Permission of the Instructor
CLASS: Selected Tuesdays, 4:20-7
Virtual office: https://connect.odu.edu/officehourswithdrduggan/
Course Description: The course is a 3-hour, 3 credit, hybrid course utilizing both Blackboard and videoconferenced delivery of instruction. Discussion, lecture, reading, case studies, interviews, and projects will be used to accomplish the goals of the course.The course will be taught as a hybrid course relying on ADOBE CONNECT and BB. A brief history of the community college will be presented along with public policy developments as they relate to community colleges.This course will examine the community college from several perspectives:students, faculty, support staff, administrators, the governing board, and the public, including special interest groups.The course will present the various functions within a community college, such as:instruction, student services, business services and finance, community services, basic skills, occupation-technical education, human resources, and the role of the community college in economic development.
Course Purpose: This course presents a general, broad treatment of the modern, public, community college, against the historical background of the development of the community college in America.The course is designed to develop an appreciation of the complexity and sometimes paradoxical nature of community colleges.While these institutions may be perceived as simple (only the first two years of higher education with a focus on teaching), while providing broad access to all of higher education, there is a great deal of variance from one college to the next.Both a major strength and a significant weakness of community colleges is their local focus.This local predisposition will be examined in the course to more fully appreciate the way community colleges differ from other institutions of higher education.
The learner in this course will come to appreciate community colleges as a twentieth century innovation, which has had broad, positive benefits to society and individuals.Students will learn some typical ways these institutions operate, while appreciating some significant deviations.It is the intent of the course to provide a context in which students may better evaluate the mission, goals, and practices of these institutions.
Learning and Performance Objectives:
1.To understand the general history of the American community college movement.
2. To understand the general funding and policy support of community colleges.
3. To generate appropriate mission statements and goals for a community college and to be able write and defend a definition of the community college.
4. To appreciate the complexity of the community college, despite a seemingly superficial simplicity.
5. To understand the typical functions of a community college, to see their interdependence, and to appreciate some of the differences between community colleges.
Course Requirements:
1. Complete all reading assignments as needed for projects and examinations in the course. Some reading assignments will be the basis of class and Blackboard discussion.
2. Class attendance is very important, since a part of the course grade is based upon class participation.
3. Respond to assigned projects based upon readings, interviews, and analysis of assigned situations and/or criteria.
Course Assignments:
HIED 766 students: Focus Group. Review your course regarding regarding community college students, along with completing a thorough review of peer-reviewed journal articles about community college students. Then, invite 8 to 10 CC students to be part of a 2-hour focus group. Interview the students, endeavoring to explore:
| * their reasons for attending CC |
| * their perceptions of the CC |
| * their career goals |
| * who influenced them to come to CC |
| * what they like most about CC |
| * what they like the least about CC |
| * what they would change if they could |
After collecting your data, prepare a manuscript that includes an introduction, a 2-3 page review of the literature on the modern community college student, 1-2 pages on your methodology (including research questions, etc.), 2-4 pages on your findings, and a 2-3 page discussion section that details how your findings supported the literature or differed from the literature. If your findings differ, that is fine, just be sure to provide a rationale for that difference. conclude with a 1-2 page section on implications for the future. Use the SUBMIT HERE function in BB to submit your manuscript to the instructor no later than noon February 21.
HIED 766 Students: Experiences Papers. All master's students will perform a series of interviews with various higher education professionals and faculty in the community college. Additional details to be provided by February 1. Use the SUBMIT HERE function in BB to submit this assignment to the instructor by noon April 3.
ALL STUDENTS: Team Presentations, In-Class Discussion, and Issue Brief. Working in teams, class members are to research one of four topics related to community college. The teams, topics, and presentation dates will be assigned by the instructor after the first ADOBE CONNECT class meeting on January 17, 2012. The general topics are
(1) Access, including reaching historically under-served groups of students;
(2) Student Services and Success, including retention of students and defining success for at-risk students and historically under-served students;
(3) The Community, including programs for high school student and workforce development;
(4) The Higher Education Community, including relations (academic and non-academic) with four-year institutions.
Each team will (a) review the related professional literature on the selected topic, (b) write an issue brief of no more than 5-6 pages, (c) compile a bibliography to share with other class members, (d) prepare an in-class presentation, and (e) lead a discussion on the topic. Each team will make the in-class presentation on two consecutive weeks to ensure that all class members participate. Team compostion and the schedule for the presentations will be announced after January 17th.
The in-class presentation should be approximately 15 minutes, followed by approximately 30-45 minutes of discussion and Q&A. The written issue brief (due at noon on the Monday prior to the team presentation) should be written in APA-style (6th edition). The attached bibliography (item c above) may contain items not found in the issue brief. Presentations will take place March 27 and April 10, 2012.
HIED 866 students: Research Proposal. In the form of a letter written to a professor, write a two to three page research proposal that specifies (a) the focus of a research project on the modern community college, (b) why the topic is professionally significant, and (c) how you might go about gathering data to investigate this topic. The proposal should identify a problem, trend, issue, or innovation of particular significance to you and provide a brief explanation of how you anticipate carrying out the Project. The Proposal is due February 21, 2012.
HIED 866 students: Individual Research Paper. Complete a portion of the review of the professional literature for the research project proposed above. The paper should include a number of sources from the professional literature and at least one dissertation. The research paper should be 12-15 pages, not including title page and APA-style References page (cited sources only). The paper is due on April 3, 2012. Be prepared to discuss your paper in class on April17, 2012.
ALL STUDENTS: Discussion Board Postings. Each class member is expected to post comments to discussion board items provided by the instructor and to comment on the postings of other class members. Due dates for commenting on each discussion board item will be provided. You must comment on the postings of other class members.
The goal of the online discussion is to create learning through becoming engaged with the comments of other members of the class. To meet this goal, each class member'sinitial posting should be around 200-300 words. After all class members have posted responses, each class member is also to comment on the responses of at least two other members of our class; these responses may be considerably shorter.
If it is necessary, please be sure to cite a textbook or other source in APA format, using parenthetical (author/date) citation format. At the end of your posting, include source information for any source cited to support a posting.
In these online discussions, strive for evidence of critical engagement with the textbooks and outside sources. This is best accomplished by synthesizing information from these sources.
Grading: Grades will be assigned according to the quality of work presented by the students.Writing quality is expected to be at the graduate level.Several broad categories will contribute to the student's final grade:
| HIED 766 Students |
|
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HIED 866 Students |
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| Attendance & participation in discussion boards, & on-air discussions |
20% |
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Attendance & participation in discussion boards, & on-air discussions |
20% |
| Focus Group |
20% |
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Research Proposal Letter |
25% |
| Experiences Paper |
30% |
|
Research Paper |
30% |
| Team Presentations, Team Discussion, & Issue Brief |
30% |
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Team Presentations, Team Discussion, & Issue Brief |
30% |
Grades will be based upon the following scale:
| 92.5 - 100 |
A |
| 90 - 92.4 |
A- |
| 87.5 - 89.9 |
B+ |
| 82.5 - 87.4 |
B |
| 80 - 82.4 |
B- |
| 77.5 - 79.9 |
C+ |
| 72.5 - 77.4 |
C |
| 70 - 72.4 |
C- |
| below 69.9 |
F |
E-Mail and Blackboard Account: Students must activate and use their ODU student e-mail accounts. You will be responsible for checking your ODU account regularly during the semester and checking Blackboard at least twice a week for posted announcements and handouts. All students must have an activated ODU e-mail account and must appear on Blackboard no later than the first Friday of the semester. Since all class handouts are only available through Blackboard, it is imperative that each student confirms that his or her Blackboard account is working. It is the student's responsibility to work with OCCS in correcting any problem as the instructor is unable to correct these errors for the student. Students with problems activating their Blackboard account should immediately send an e-mail to OCCS at: occshelp@odu.edu. Blackboard can be accessed at: http://blackboard.odu.edu
Class Attendance & Participation: In this course, students will become important resources for each other. Therefore, full class participation and completion of each reading assignment as well as each BB assignment are required. Students are expected to login into the vodeoconference sessions at least 10 minutes early in case of technical difficulties; attend entire class meetings; contribute to class discussions; and actively participate in activities, exercises, demonstrations, and practice sessions.
Special Needs: In accordance with university policy, a student who wishes to receive some instructional accommodation because of a documented sensory and/or learning disability, should meet with the instructor to discuss this accommodation. Any student who has a concern or needs to make special arrangements for meeting the requirements of the course is encouraged to speak with the instructor.
University Honors Pledge: Each student is expected to abide by the honor system of Old Dominion University.
"I pledge to support the honor system of Old Dominion University. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member of the academic community, it is my responsibility to turn in all suspected violators of the honor system. I will report to Honor Council hearings if summoned."
Office Hours:
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Mondays 1-4 through Adobe Connect. Please email to arrange for an appointment as needed. Othertimes avaialble - simply send an email and we canarrange a time. |
Texts:
American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: American Psychological Association.
Cohen, A. M., & Brawer, F. B. (2003). The American community college (4th ed.). San Francisco: Jossey-Bass.
Bailey, T., & Morest, V.S. (Eds.). (2006). Defending the community college equity agenda. Baltimore: The Johns Hopkins University Press.
Other References:
| Associations: |
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* American Association of Community Colleges |
| * American Association of Higher Education |
| * American Council on Education |
| * College Entrance Examination Board |
| * Education Commission of the States |
| * The Institute for Higher Education Policy |
| * The National Center for Public Policy and Higher Education |
| * National Center for Educational Statistics |
| * National Conference of State Legislatures |
| * National Council for Higher Education Management Systems |
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* National Governor's Association |
| Books: |
| American Psychological Association. (2010). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author. |
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Bers, T. H., & Calhoun, H. D. (2002, Spring). Next Steps for the Community College. New Directions for Community Colleges (No. 117). San Francisco: Jossey-Bass. |
| Callan, P.M. , & Finney, J.E.,. 1997). Public and Private Financing of Higher Education:Shaping Public Policy for the Future. Westport, CT: American Council on Education, Oryx Press. Resource for case studies.) |
| Deegan, W. L., & Tillery, D. (1985). Renewing the American Community College. San Francisco: Jossey-Bass. |
| Honeyman, D.S., Wattenbarger, J.L., & Westbrook, K. (1996). A Struggle to Survive: Funding Higher Education in the Next Century. Thousand Oaks, CA: SAGE |
| Levin, J. S. (2001). Globalizing the Community College, NY: Palgrave. |
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Levinson, D. L., & Weil, D. (2005). Community Colleges: A Reference Handbook. Santa Barbara, CA: ABC CLIO. |
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McPhail, C. J. (Ed.) (2005). Establishing and Sustaining Learning-Centered Community Colleges. Washington, DC: American Association of Community Colleges |
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Myran, G., Baker, G. A., Simone, B/. & Zeiss, T. (2003). Leadership Strategies for Community College Executives. Washington, DC: American Association of Community Colleges |
| Parnell, D. (1985). The Neglected Majority, Washington, DC: American Association of Community Colleges. |
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Piland, W. & Wolf, D. B. (Eds). (2003). Help Wanted:Preparing Community College Leaders in a New Century: New Directions for Community Colleges (No. 123). San Francisco: Jossey-Bass |
| Townsend, B. K., & Twombly, S. (Ed's). (2000). Community Colleges:Policy in the Future Context. Stamford, Ct. Ablex Publishing Corp. and JAI Press. |
| Walker, D. E. (1979). The Effective Administrator. San Francisco: Jossey-Bass. |
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Witt, A. A., Wattenbarger, J. L., Gollattscheck, J. F., & Suppiger, J. E. (1994). America's Community Colleges: The First Century. Washington, DC: American Association of Community Colleges. |
| Wojciechowski, W. S (2004). Planning for the 21st Century: A Guide for Community Colleges. Canada: Leathers Pub. |
| Periodicals & Reports: |
| Change |
| Chronicle of Higher Education |
| Community College Enterprise |
| Community College Journal |
| Community College Journal of Research and Practice |
| Community College Review |
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Community College Times |
| Educational Record |
| Journal of Higher Education |
| Research in Higher Education |
| Review of Higher Education |
Professional Information and Background Statement: Dr. Molly H. Duggan
Specialties: career development, workforce development, use of animated pedagogical agents in online instruction, dislocated workers, program assessment & evaluation, homeschooling, and transfer student retention. Member American Association of Community Colleges (AACC), Member Council for the Study of Community Colleges (CSCC), Member American Educational Research Association (AERA), Member American College Personnel Association (ACPA), Member National Council for Research & Planning (NCPA), HUman Services Information Technology Applications (HUSITA), and Member University Transfer Student Retention Committee.
Selected publications include "Program Evaluation in Human Service Education: Applying a Chain of Objectives Model" with Schwitzer (Human Service Education), " Barriers to Transfer Student Academic Success and Retention" with Pickering (Journal of College Student Retention), "Creating a Web-based Environment to Enhance Helping Skills" with Adcock, (Human Service Education), "Teaching Effective Helping Skills at a Distance: The Development of Project CATHIE" with Adcock (Quarterly Review of Distance Education), "Distance Learners - Welcome to Campus" with Schwitzer (About Campus), "Career Counseling in Women's Groups: A Relational Approach" with Jurgens (VCA Journal), and "STD 105: Process Groups as an Instructional Medium for Re-entry Women at Paul D. Camp Community College" with Creamer and Kidd (Inquiry). Lead author of Career Interventions and Techniques: A Complete Guide for Human Service Professionals.
The instructor reserves the right to adjust this syllabus as necessary.
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