EDLD 571
History and Philosophy of Higher Education
Instructor: Dr. Cheryl Getz Semester: Spring 2009 Contact information: Room: MRH 133 Email: (cgetz@sandiego.edu) Day/time: Wednesday 5:30-8:20 Phone: 619-260-4289 Office: MRH 275K Office hours: Tuesday and Wednesday 3:00-5:00 or by appointment Course Description and Purpose This course is designed to provide students with historical and philosophical contexts for understanding contemporary practices and issues in higher education. Through an understanding of major philosophies of education, students will examine the developmental trajectory of higher education in the United States. The course includes opportunities to explore the complexity of philosophical views and historical events that have shaped the way colleges and universities operate today. Students will shape a personal philosophy of education by identifying the ideologies behind educational systems, curricula, and institutional goals, and by determining which aspects of those ideologies best represent their own values and ideas. Course Objectives I believe that learning occurs through a process of self-discovery that can be enhanced by peer engagement and dialogue, which leads to a critical examination of the biases and expectations each of us have about the educational system in which we are all participants. In this class all opinions are valuable to our learning, and while disagreements are likely, we can listen with respect, and “agree to disagree,� during those times when strong opposing opinions are present. Therefore, to benefit from the course, and as a community of learners, we must work hard to create a space in which everyone in class can find their intellectual, creative, spiritual, etc., voice. Each of you already has an experience of education, and it will be important that you bring your own ideas to class, as you see where your experience fits within the larger historical context. Everyone will be responsible for the learning that will take place in class, and each of you will be expected to learn and teach at different times throughout the course. I will do my best to try and cover a vast array of complex and interconnected topics related to the history of higher education in the US. There are many topics that we will be unable to cover in depth, but you will definitely be exposed to a breadth of ideas in this course. It
1
2/18/2009
will be up to each of you to critically reflect on the ideas presented and to delve deeper into topics that are of interest to you. To this end, students in this course will: • Demonstrate a breadth of understanding about the major historical trends and developments in higher education from the colonial era through modern times. •
Be able to articulate the major philosophical views that impact higher education and understand their historical significance.
•
Develop a personal philosophy of education that is informed by major theoretical and philosophical viewpoints; as well as ones own personal experiences and understanding of education in US society.
•
Develop an awareness of the significance of historical and philosophical perspectives of higher education in relation to contemporary educational issues.
Required text Bok, Derek, (2003). Universities in the Marketplace: The commercialization of higher education. Princeton, NJ: Princeton University Press. Thelin, John (2004). A history of American higher education. Baltimore: The John Hopkins University Press. Additional Required readings Additional readings will be assigned throughout the course. They will be handed out in class, or posted on the course website* * A USD email account is required Course Outline Week 1: January 28 Overview of course objectives Discussion begins about history and philosophy Week 2: February 4 2
2/18/2009
Timeline of higher education in the US Major philosophical and theoretical thoughts Read: Brubacher, J. (1977): The higher Learning (chapter 1: On the philosophy of higher education) Solomon, R. and Higgins, K. (1995). World Philosophy. Introduction pp. xxxi-xxxviii. Bok, D (2006). The Evolution of American Colleges (Chapter 1: Our underachieving Colleges); Purposes (Chapter 3: Our underachieving Colleges) Week 3: February 11 Colleges in the colonial era (1660-1780) Read: Thelin: Chapter 1 Wright, B. (1997). For the children of the infidels?: American Indian education in the colonial colleges. (ASHE reader series: The history of higher education) Week 4: February 18 College building: higher education during the Antebellum period (1785-1860) Read: Thelin: Chapter 2 Brubacher, J. (1997): Higher education for whom (chapter 4: On the philosophy of higher education) Week 5: February 25 Diversity and Adversity: Resilience in American higher education (1860-1890) Read: Thelin: Chapter 3 Johnson, E (1997) Misconceptions about the early land-grant colleges. (ASHE reader series: The history of higher education) Week 6: March 4 Industry and Erudition: University builders (1880-1910) Read: Thelin: Chapter 4 Hossler, D. (2006). Students and families as revenue: the impact on institutional behaviors. (Privatization and public universities.) (TBD: Speaker) Personal philosophy paper due March 11: SPRING BREAK NO CLASS Week 7: March 18 American goes to college (1890-1920) Read: Thelin: Chapter 5
3
2/18/2009
Wagoner, J. (1997): The American Compromise: Charles W. Eliot, Black education and the new south (ASHE reader series: The history of higher education) W.E.B. Du Bois (1903). The Talented Tenth. (ASHE reader series: The history of higher education) Draft of proposal for final paper is due Week 8: March 25 Success and excess: Expansion and reforms in higher education (1920-1945) Read: Thelin: Chapter 6 Week 9: April 1 (ACPA conference) Midterm – and “catch-up” class Week 10: April 8 Higher education’s golden age (1945-1970) Read: Thelin: Chapter 7 Hutcheson, P (1997) McCarthyism and the professoriate: a historiographic nightmare? (ASHE reader series: The history of higher education) Clark Kerr (1963): The idea of a multiversity (chapter 1: The uses of the university) Week 11: April 15 Coming of age in America: higher education as a troubled giant (1970-2000) Read: Thelin: Chapter 8 Student Affairs without Borders (2008). Internationalization of Student Affairs and Services. (pgs 199-205). (TBD: Speaker) Week 12: April 22 The commercialization of Higher Education Read: Bok, Derek: Chapters 1-6 Week 13: April 29 Reforming and preserving higher education Read: Bok, Derek: Chapters 7-11 Begin presentation of final papers Week 14: May 6 Final papers due Presentation of final papers
4
2/18/2009
Week 15: May 13 Presentation of final papers if necessary
Course Requirements and Evaluation Participation and attendance:
10%
This is a seminar class and therefore the class depends entirely on class discussions and dialogue. There is a breadth and depth of knowledge that already exists within each of you, and the class will be a richer and more fulfilling one if students engage with each other. Therefore, students are expected to read assigned readings each week, attend every class (arrive on time to class), and participate fully in class discussions. If an emergency situation arises, and you cannot attend, or if you will be late, please contact me in advance if possible. Your final grade will be negatively impacted by late attendance or missed classes.
Personal philosophy and history of higher education
15%
Each student will be responsible for writing a 3-5 page paper on their own personal philosophy and history of higher education. The paper should be informed by the readings and philosophical / historical ideas shared in class, and include your own reflections of your experiences in education. (Points will be deducted on papers that are turned in after March 4 at midnight) Paper is due on or before March 4 Midterm
25%
The midterm exam (actually three-quarter term: April 1) is designed to help students focus their reading, class presentations and class discussions. At our second class meeting, you will be given a list of 12 potential questions that you might be asked on the exam. Out of the 12 questions, I will select 3-5 for you to respond to during the in-class exam. The questions will require that you understand and can apply some of the concepts that are covered in class. There will be no need to memorize dates, or names of important figures (as might have been your experience in past history courses). I hope that you will understand the major historical periods, major philosophies and ideas, and the challenges and subsequent changes in higher education as a result of these. Since you will be responsible for leading class discussions, I encourage you to make sure you use the questions as you think about your own presentations.
5
2/18/2009
Discussion leadership
25%
In groups of 2 you will be in charge of leading the class discussion for the day. You will be responsible for presenting the main points and ideas from the readings assigned that day, as well as making connections to contemporary events related to your topic. Each small group will be allotted the first half of class (5:30-6:45) to present your topic, and lead the discussion. Groups can also assign additional readings in advance if they feel this would contribute to the overall learning of the class. You will be evaluated by your peers and by me, and you will have this form in advance of the first student led discussion. Final paper/presentation
25%
Students will write a comprehensive research paper (15-20 pages double-spaced), on a topic of their choice. Students should choose a topic that covers one area or movement, its history, influencing philosophies and theories, but also in some cases adding how things might have been different if other philosophies and theories had been considered. Students have four options*: 1) Position paper: Students must reflect on the influence of context, ideologies, people, and movements on their topic of choice. The position paper should articulate a position regarding whether or not, or to what extent, the area or movement has served higher education and how – who are its beneficiaries, its victims, etc. 2) Your history: Discuss the history and philosophy of your undergraduate institution; the history and philosophy of your major; and the history and educational philosophy of your favorite professor (in your undergraduate major). This will include an interview with the professor to gather data. 3) Discuss the history, mission, and purposes of one of the following types of colleges/universities: community college; four year liberal arts colleges and universities; four year research intensive; historically black colleges and universities; women’s colleges; Hispanic serving institutions; or for-profit colleges and universities. Use examples of specific institutions to discuss the evolution of the college/universities in the context of contemporary life. 4) Discuss one of the contemporary movements in higher education, and provide the historical and philosophical background. Topics might include (but are not limited to): service learning; accountability and standardization; civic engagement; distance learning and technology; globalization and international education; etc.
6
2/18/2009
*Some assignments were adapted from a Spring 2008 syllabus written by: Lester F. Goodchild, Ph.D., from Santa Clara University. A Draft proposal of the paper is due on or before March 18 Final papers are due on May 6. Presentations will begin on April 29. (Points will be deducted on papers that are turned in after May 6 at midnight)
All papers should include references using APA format. Papers should be comprehensive, clear, well written and free from grammatical errors. Final course grade breakdown: 94 – 100 90 – 93 86 – 89 82 – 85 78 – 81 74 – 77 70 – 73 66 – 69 65 below
A AB+ B BC+ C CD Important notes to students
The instructor reserves the right to make changes / additions to the syllabus during the semester. Grade of Incomplete: The grade of Incomplete (“I”) may be recorded to indicate (1) that the requirements of a course have been substantially completed but, for a legitimate reason, a small fraction of the work remains to be completed, and, (2) that the record of the student in the course justifies the expectation that he or she will complete the work and obtain the passing grade by the deadline. It is the student’s responsibility to explain to the instructor the reasons for noncompletion of work and to request an incomplete grade prior to the posting of final grades. Students who receive a grade of incomplete must submit all missing work no later than the end of the tenth week of the next regular semester, otherwise the “I” grade will become a permanent “F.” Requests for Accommodation: Reasonable accommodations in accordance with the Americans with Disabilities
7
2/18/2009
Act will be made for course participants with disabilities who require specific instructional and testing modifications. Students with such requirements must identify themselves to the University of San Diego Disability Services Office (619.260.4655) before the beginning of the course. Every effort will be made to accommodate students’ needs, however, performance standards for the course will not be modified in considering specific accommodations. Academic Integrity: At USD, we take the code of academic integrity very seriously; forms of academic dishonesty, including but not limited to cheating, plagiarism, fabrication, or facilitating academic dishonesty, are not tolerated in the Leadership Studies program or this class. Violations of the policy may result in suspension or expulsion from the university. If you are unfamiliar with USD's policy, it is your responsibility to read and understand its elements. In summary, any assignment that you turn in for class must be written in your own words, exemplifying your own thoughts and ideas, and you must clearly identify any references you used in completing your work using the format of the APA 5th Edition Style Manual.* * This statement was adapted from a statement written by Dr. Athena Perrakis
8
2/18/2009