COURSE SYLLABUS

EDUL 5567 CAPSTONE IN HIGHER EDUCATION

3 HOURS CREDIT
SPRING SEMESTER

Instructor: Dr. Bonita K. Butner

SOE 332
(816) 235-2325
Fax (816) 235-5270
E-mail: Butnerb@umkc.edu
Office Hours: Tuesday 1:00-3:00 p.m.
Thursday 10-12noon (or by appointment)

Course Description
This course will provide a culminating experience for students in the Higher Education masters
program. The course is designed to integrate the core knowledge received in the masters
curriculum with the professional experience of students in the program. In addition, in preparation
for graduation, information on the job search process will be provided.

Meeting Times
The class will meet on Tuesday from 7:30-10:00 p.m. in Rm. 336.

Goals and Objectives

Goal: Equip students with the information and skills necessary to gain positions in their chosen
functional area.
Objective 1 - The student will become familiar with job search strategies
Objective 2 - The student enhance their understanding of critical issues that impact higher
education
Objective 3 - The student will be able to synthesize information from a variety of sources to
understand the complex nature of the higher education setting.
Objective 4 - The student will demonstrate how experience and education coalesce to enhance job
opportunities.

Required Text
Harper, S. and Quaye, S. J. (2009). Student engagement in higher education.
Routledge Press, New York, NY.

Hirt, Joan(2006). Where you work matters. University Press International, New York, NY.

Hamrick, F. A. & Benjamin, M. (2009). Maybe I should. University Press International, New York,
NY.

The Chronicle of Higher Education

Assignments and Grading
Grading will be based on demonstrated knowledge of the readings and material presented as
represented by your class participation, class papers, and projects.

Personal Philosophy Paper 20 points

Professional Knowledge & Skills Paper 20 points
Online Discussion (3 @ 10) 30 points
Current Issue Discussion 20 points
Class attendance & participation 10 points

Total points possible 100 pts.

Grading:
95-100 = A
90-94 = A-
88-89 = B+
84-87 = B
80-83 = B-
77-79 = C+
74-78 = C
70-73 = C-
69 below = F

Personal Philosophy Paper (5-8 pages) (Objective 1 & 4): The purpose of this assignment is to
assist you in identifying your core values and beliefs about education in general and working with
students in particular. What has shaped who you are as a person and as a professional in this field?
Your statement should be clear and should reflect your complex understanding of the field and
your place in the field. The following questions may help as you write your philosophy statement:

Goals & Objectives:

This section should briefly describe how you decided to prepare for a career in higher
education administration.
Also include where you see yourself in the next 3 years.

Personal Values and Commitments:

In this section define and describe at least three personal values and beliefs. What values
or beliefs guide your behavior as you interact with your environment?
Why and how have you chosen these personal values?
How are these personal values and beliefs enacted in your life? Provide examples.

Professional Values:
In this section define and describe at least three professional values or beliefs. What do
you believe is important about education in general? About higher education? About your
work with students?
 Why and how have you chosen these professional values?
How are these professional values enacted in your work? Provide examples.
Discuss how your personal and professional values come together to form a coherent whole
philosophy and approach to your work in higher education.

Conclusion:
How would you characterize the fit between you and working with students in a post-
secondary setting?

Condensing your statement: After you have written your 5-8 pages, develop a one page
statement for future employers that succinctly states your personal and professional values. NOTE:
Students will be required to submit a hard copy of both papers to the instructor.

Please keep in mind that this is a working document. Values and beliefs will be shaped by your
experience in a higher education setting. Consider this a beginning framework for the remainder
of your career.

Professional Knowledge and Skills Paper (6-10 pages) (Objectives 1 & 4): The purpose of this
paper is to delineate what you know and the skills you have developed through your coursework
and professional experience. The Higher Education Program learning outcomes will serve as a
framework for this paper. Consider the following as you construct your paper:

Knowledge:
Identify at least three areas where you feel you have some knowledge. These areas can be
those that you know something about or that you want to expand your knowledge. Describe
each area as clearly and specifically as you can. Why have you identified these areas? How
will this knowledge contribute to your professional development and success?
Skills:
Identify at least three skills that you have developed through you professional work. What
can you do now that you could not do when you started this program? What skills have you
enhanced via your professional work experience? How will these skills contribute to your
professional development and success?

Professional Development Plan:

Create a professional development plan for each of the areas you highlighted in the
previous two sections. What will you do over the next 2-3 years to address the areas? Be
specific and provide examples (e.g., What books or articles might you read? What websites
or videos will you watch? What classes, conferences, etc. will you attend?)

Condensing your statement: After you have written your 6-10 pages, develop a one page
statement for future employers that succinctly state your knowledge and skills. NOTE: Students
will be required to submit a hard copy of both papers to the instructor and should upload a
copy of the 6-10 page paper to LiveText.

Framework taken from M. Wilson, Bowling Green University

Current Issues Discussion (Objective 2): The purpose of this assignment is to assist in
highlighting current issues in higher education. You will be placed in groups of three to create a
presentation on a current, contemporary and/or controversial issue in higher education. Documents
and websites for this assignment have been selected by the instructor. They are listed at the end of
the syllabus and presentation dates for each document/website is indicated in the syllabus.
Each presentation should be 30-45 minutes and should end with 2-3 discussion questions for the
class.

Case Study Online and General Topic Discussion ( Objective 3): Students will be placed in
groups of 5 or 6 to evaluate and discuss the assigned case studies. A case study protocol will be
given to guide the evaluation and discussion.

Class Participation: Each student is expected to come to class prepared to participate in

classroom discussion. Discussions will center on the readings and emerging issues in higher
education. Unexcused absences will result in the following: 1 absence = 3 point reduction; 2
absences = 6 point reduction; 3 absences = 12 point reduction. More than 3 unexcused absences
will result in a failing grade. On time arrival is important and appreciated by both instructor and
peers. Class will begin at the designated hour. If you anticipate an absence, you should notify the
instructor in advance via e-mail or telephone call. There will be no make-up work.
 General Information

Students with Disabilities-To obtain disability related accommodations and/or auxiliary aids,
students with disabilities must contact the Office of Services for Students with Disabilities (OSSD)
as soon as possible. To contact OSSD call (816) 235-5696. Once verified, OSSD will notify the
course instructor and outline the accommodation and/or auxiliary aids to be provided.

Academic Honesty-It is the philosophy of the University of Missouri Kansas City that academic
dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form.
All persons involved in academic dishonesty will be disciplined in accordance with University
regulations and procedures. Discipline may include suspension or expulsion from the University.

Students who encounter difficulty in their courses because of the English proficiency of their
instructors should speak directly with their instructors. If additional assistance is needed, they may
contact the UMKC Help Line at 816-235-2222 for assistance.

NOTE: All written assignments will be checked through Turnitin.com. This service checks for
originality of writing, so proper citations are needed in all of your work.

Attendance Policy-Student's are expected to attend and participate in the class. However, excused
absences are permitted and applied in a non-discriminatory manner. Excused absences include
absences due to illness of the student, illness of an immediate family member for whom the student
must care, death of an immediate family member, religious observance (where the nature of the
observance prevents the student for being present during class), representation of UMKC in an
official capacity, and other compelling circumstances beyond the student's control. Students
should notify instructors of excused absences in advance, where possible, provide the
documentation upon request to substantiate the excuse. Students who have an excused absence are
expected and responsible to make arrangements with instructors for alternative or make-up work.
Such arrangements should be made in advance of the absence, where possible. Unexcused
absences should be avoided and may result in the lowering of a student's grade.

If you have a grievance or concern: The School of Education has policies in place for assisting
students with concerns and grievances. The procedure for a grade appeal may be found at:
http://www.umkc.edu/helpline/grade_appeals.asp. If you have other concerns, you should follow
a similar process. The first step is to meet with the course instructor. If there is no satisfactory
resolution of the problem, you may bring your concern to the Division chairperson. We
recommend that you send the chairperson your concern in writing and request a meeting. If the
chairperson is unable to resolve the issue, your next step would be to contact Dr. Ginny Miller,
Assistant Dean. Once again, we recommend that you send your concern in writing and follow-up
with a request for a meeting.
 Class Schedule (Subject to change)
January 22
Topic: Introductions and review syllabus
Assignment for next class session: Review the learning outcomes for the Masters
program.

January 29
Topic: What does it mean to be a professional in the field? Making the transition from
graduate student to professional
READ: http://www.naspa.org/about/standards.cfm
READ: Where You Work Matters: Chapters 1-4
Discuss SOE-Higher Education Learning Outcomes

February 5
Topic: Job Search Strategies
Read: Where You Work Matters: Chapters 5-8
Guest Speaker: LaShaundra Randolph UMKC
Assignment for next class session: Bring your resume

February 12
Topic: Job Search Strategies
Continue discussion of workplace settings, job search, and values and beliefs
Read: Ethical Principles Statement: http://www2.myacpa.org/ethics/statement.php
Guest Speaker: Tentative Dr. Eric Grospitch
Review resume

February 19
Topic: Online Discussion: The Non-Academics Role in Student Learning (Discussion
questions will be provided)
Read: Learning Reconsidered 1 (available at
http://www.myacpa.org/pub/documents/learningreconsidered.pdf

February 26
Topic: Online Discussion: Maybe I Should: Chapters 1, 2 & Case Study Advising
from the Heart and Head. (Case Study protocol and discussion questions will be
provided)

March 5
Topic: Online Discussion: Maybe I Should: Case Studies Must the Show Go On? or
Judicial Affairs and Star Athletes
(Follow protocol and discussion questions
March 12
Topic: Discussion of Knowledge and Skills
Read: Professional Competency Goals for the Profession at
http://www2.myacpa.org/au/governance/Joint_Task_Force_of_Professional_Competenc
ies.php

March 19
Topic: Whats Race Got to Do With It? Video Discussion
Read: Critical Race Theory, Racial Microaggression, and Campus Racial Climate: The
Experience of African American Students http://www.jstor.org/stable/10.2307/2696265
Read: The Climate for Underrepresented Groups and Diversity on Campus
http://www.heri.ucla.edu/briefs/urmbrief.php

DUE: Personal Philosophy Paper

March 26
No Class Spring Break

April 2
Topic: Whats Race Got to Do With It? Video Discussion continued
Read: Student Engagement in Higher Education: Selected chapters (1, 10, 11, 16)

April 9
Topic: Departmental budgets: Where does the money come from?
Guest Speaker: Paris Saunders
DUE: Professional Knowledge and Skills Paper

April 16
Topic: Current Issues Presentation (2 Presentations: The Education Dashboard and The
Chronicle of Higher Education )

April 23
Topic: Current Issues Presentation (2 Presentations: The Lumina Foundation A Stronger
Nation and Returning to Learning)

April 30
Topic: Current Issues Presentation (2 Presentations: The Lumina Foundation Dream
Big.. and The Pew Research Center The Millennial Generation)

May 7
Topic: Current Issues Presentation (1 Presentation: The International Comparative
Higher Education and Financial Aid Project)
 Final Night of Classes

Selected Bibliography

Barr, M. J., & Albright, R. L. (1990). Rethinking the organizational role of student affairs.
In M. J. Barr, M. L. Upcraft, and Assoc. New Futures for Student Affairs: Building a Vision of
Professional Leadership and Practice. San Francisco: Jossey-Bass.

Bryan, W. A. & Mullendore, R. H. (Eds.). (1992, Fall). Rights, freedoms, and

responsibilities of students. New Directions for Student Services, no. 59. San Francisco: Jossey-
Bass.

Caruso, R. & Travelstead, W. W. (Eds.). (1987, Fall). Enhancing campus judicial systems.
New Directions for Student Services, no. 39. San Francisco: Jossey-Bass.

Chliwniak, L. (1997). Higher education leadership: Analyzing the gender gap. ASHE-
ERIC Higher Education Report, 25(4).

Dalton, J. (1988). Employment and supervision of student affairs personnel. In M. J. Barr

& Assoc., Student Services and the Law: A Handbook for Practitioners. San Francisco: Jossey-
Bass.

Deegan, W. L. (1981). Managing student affairs programs: Methods, models, muddles.

Palm Springs, CA: ETC Publications.

Fried, J. (Ed.) (1997, Spring). Ethics for todays campus: New perspectives on education,
student development, and institutional management. New Directions for Student Services, no. 77.
San Francisco: Jossey-Bass.

Hage, J. (1980). Theories of organization: Form, process, and transformation. New York:
Wiley.

Kuh, G. D. (1989). Organizational concepts and influences. In U. Delworth, G. R.

Hanson, and Assoc., Student Services: A Handbook for the Profession (2nd ed.) San Francisco:
Jossey-Bass.

Kuh, G. D. (Ed.) (1983). Understanding student affairs organizations. New Directions for
Student Services, no. 23. San Francisco: Jossey-Bass.

Pavela, G. (1996, Spring). Judicial affairs and the future. In New Directions for Student
Services, no. 73, pp 107-113.

Schuh, J. H. (1990). Financial management for student affairs administrators. ACPA

Media Publication, no. 48. San Francisco: Jossey-Bass.
 Smith, M. C. & Fossey, R. (1995). Crime on campus. Legal issues and campus
administration. American Council on Education. Phoenix, AZ: Oryx Press.

Upcraft, M. L. & Poole, T. G. (1991). Ethical issues and administrative politics. New
Directions for Students Services, no. 55. San Francisco: Jossey-Bass.

Upcraft, M. L. (1988). Managing staff. In M. L. Upcraft and M. J. Barr, Managing

Student Affairs Effectively. New Directions for Student Services, no. 41. San Francisco: Jossey-
Bass.

Weber, M. (1947). The theory of social and economic organization. London: Oxford
University Press.

Weingartner, R. H. (1996). Fitting form to function. A primer on the organization of

academic institutions. American Council on Education. Phoenix, AZ: Oryx Press.

Woodard, Jr., D. B. (1995, Summer). Budgeting as a tool for policy in student affairs. .
New Directions for Student Services, no. 70. San Francisco: Jossey-Bass.
 Current Issues Discussion Papers/Websites

1. The United States Education Dashboard

http://dashboard.ed.gov/dashboard.aspx
What is the Education Dashboard? Report on:
The Presidents 2020 Education Attainment Goals; and Postsecondary Education and Training

2. The Chronicle of Higher Education: The Gender Gap

http://chronicle.com/section/Diversity-in-Academe/163/
Closing the Gap in Engagement; By the Numbers; Who is Studying What
What are the implications for those working in higher education institutions?

3. The Lumina Foundation: Overview of Education

http://www.luminafoundation.org/publications/A_Stronger_Nation-2012.pdf
A Stronger Nation Through Higher Education

http://www.luminafoundation.org/publications/A_Stronger_Nation-2012.pdf
Returning to Learning: Adults Success in College is Key to Americas Future

http://www.cccie.org/images/stories/DREAMING_BIG_CCCIE_Report_9-2012_final_version.pdf
Dreaming Big: What Community Colleges Can do to Help Undocumented Immigrant Youth Achieve
Their Potential

4. The Pew Research Center

http://www.pewsocialtrends.org/series/the-millennial-generation/
The Millennial Generation
NOTE: READ AND REPORT ON ALL SEVEN REPORTS LISTED

5. The International Comparative Higher Education and Financial Aid Project

http://gse.buffalo.edu/org/IntHigherEdFinance/

Compare the educational and financial systems for the United States, the United Kingdom and South Africa
 Grading Rubric
EDUL 5567 Higher Education Capstone
Professional Knowledge & Skills Paper

Outstanding Acceptable Unacceptable

Relevant Aspects Paper includes all Paper includes some Paper includes only
relevant aspects but not all aspects one aspect of listed in
(30%) required in the listed in syllabus the syllabus
syllabus (e.g.,
knowledge, skill,
personal development
plan)

Evidence of Reflection Paper gives evidence Paper gives some Paper lacks evidence
of deep personal evidence of deep of personal thought.
(30%) thought and personal thought. No internalization by
expression. Well Adequately developed the author
developed reflection. reflection.

Examples Paper uses specific Paper uses concrete Paper uses not
and concrete examples examples to support examples.
(15%) to support values and one or two of the
beliefs. values listed.

Organization/Grammar Paper is clear and Paper is clear, but Paper is unclear and
/ concise; well- difficult to follow in poorly organized.
Punctuation organized; easy to places. Less than 5 There are more than
follow and no grammatical errors. five grammatical
(25%) grammatical errors. errors.

Philosophy Paper
 Scoring Rubric

Exemplary Proficient Emerging Unacceptable

Goals and Demonstrates Demonstrates Does not go Little or no
Objectives clear understanding of deeply into the explanation or
understanding of path to academe reflection of path reflection on
path to academe and uses concrete to academe and learning, no or
and it is reflected language to uses some detail few details to
through use of describe support reflection
specific details
Personal Values Provides 3 or more Provides 3 Provides 2 Provides one or
personal values personal values personal values fewer personal
and clearly and demonstrates and has limited values with no
demonstrates how they influence discussion about discussion of how
through examples work. Some how they influence it influences work
how they influence examples provided. work
work
Professional Provides 3 or more Provides 3 Provides 2 Provides 1 or fewer
Values professional values professional values professional values professional values
and clearly and has limited and has limited and has no
demonstrates how discussion of how discussion of how discussion of how
they interact they interact with they interact with they interact with
w/personal values personal values personal values personal values
and how they
influence work
Conclusion Clearly articulates Articulates Some articulation No expression of
personal fit personal fit of personal fit personal fit
Mechanics and No errors in Almost no errors Many errors in Numerous and
Sentence Structure punctuation, in punctuation, punctuation, distracting error
spelling, etc. spelling, etc., and spelling, etc. and in punctuation,
No error in almost no errors many errors in spelling, etc. and
sentence structure in sentence sentence structure numerous and
and word usage structure and and word usage distracting errors
word usage in sentence
structure and
word usage

Grading Rubric Presentation

In evaluating an oral presentation, typically three critical areas are involved: delivery, content, and
use of proper audio-visual aids. This rubric includes a listing of the specific areas under each of
the three categories that are to be evaluated.

Delivery Articulate Good Acceptable Presentation

25% presentation with presentation with presentation. needed work.
observable some enthusiasm Limited eye Limited eye
enthusiasm for displayed. Eye contact or natural contact, lack of
the topic. Good contact gestures. Not enthusiasm,
eye contact and maintained but aware of time. exceeded time
effective use of limited gestures. limit.
natural gestures. Stayed in allotted
Awareness of time.
audience
reaction. Stayed
in allotted time.
Content Documentation Some Acceptable Presentation
70% from the documentation documentation. needed work.
literature from the Little evidence of Little evidence of
supports literature. Some having read having read
statements made. evidence of background background
Opinions having read literature. literature, lack of
grounded in broadly on the Presentation very focus, no
theory. Evidence topic but broad. theoretical
of having read opinions given grounding.
broadly on topic. w/o grounding.
Effective use of Focused
examples. presentation.
Focused
presentation.
Use of Proper Well-designed Good use of aids. Acceptable use of Aids needed
Aids aids. Organized Aids appropriate aids. Handouts work. Lacked
5% and timed to audience but provided. organization and
appropriately. lacked sufficient inappropriate for
Aids appropriate content. the audience. No
to the audience, Handouts. handout.
content, and
presentation.
Handouts
Comments