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Graduate Course Proposal Form Submission Detail - SDS6990

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Current Status: -
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments:


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5194 2015-02-10
     
    Department College Budget Account Number
    Adult, Career and Higher Education ED
     
    Contact Person Phone Email
    Thomas Miller millert@usf.edu

  2. Course Information

    Prefix Number Full Title
    SDS 6990 Trends and Issues in Higher Education and Student Affairs

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Trends and Issues in SA
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    SDS 6042; SDS 6624; SDS 6645; EDG 6931

    Corequisites

    Course Description

    An integrative seminar that (1) looks at the impact of student affairs work on institutions of higher education and (2) examines the relationship between student affairs work and the academic enterprise in college and universities.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed to compete with national trends

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    Currently these topics are part of the national competencies expected and are not covered in the current curriculum

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Yes, 1 time

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Doctoral degree in education with experience in college student affairs


  4. Other Course Information

    A. Objectives

    To serve as a capstone for the college student affairs masters program.

    To assist students in the integration of their course work in the masters program.

    To have students reflect on their own professional development possibilities.

    B. Learning Outcomes

    Students will focus on the next steps in their professional careers and the types of decisions they will making in the future.

    • Students will reflect on emerging issues in the field of student affairs and higher education.

    • Students will develop an expertise on a topic that is grounded in research and theory.

    C. Major Topics

    - Transitions in the field of higher education and student affairs (HESA)

    - Networking and professional development in HESA

    - Technology uses for the future of student affairs

    - Politics in HESA

    - Educational and societal trends that influence student affairs practice

    - Contentious issues within HESA

    D. Textbooks

    Because the course is focused on emerging trends and transitions only online reports and electronic readings will be used.

    E. Course Readings, Online Resources, and Other Purchases

    Amey, M. (1998). Unwritten rules: Organizational and political realities of the job. In M.J.

    Amey & L.M. Reesor (Eds). Beginning Your Journey A Guide for New Professionals in Student Affairs, p. 5-20. Washington, DC: NASPA.

    Burian, P. (1998). On being a political animal in the academic zoo. In A.L. Deneef & C.D.

    Goodwin (Eds). The Academic’s Handbook (2nd Ed), pp. 65-72. Durham, NC: Duke University Press.

    Chambers, T. & Parks, S. (2002). Find their Place and Purpose. About Campus, November-

    December, pp.20-24.

    Cuyjet, M.J., Longwell-Grice, R. & Molina, E. (2009). Perceptions of new student affairs

    professionals and their supervisors’ regarding the application of competencies learned in preparation programs. Journal of College Student Development, 50(1), 104-119.

    Hirt, J.B. (2006). Where you work matters. ACPA, Washington, DC: University Press of

    America.

    Janosik, S.M. & Creamer, D.G., (2003). Introduction: A comprehensive model. In Janosik,

    S.M., Creamer, D.G., Hirt, J.B., Winston, R.B. Jr., Sauders, S.A., & Cooper, D.L. Supervising new professional in student affairs, (pp. 1-16). New York: Brunner-Routledge.

    Jones, S.R. & Segawa, J.M. (2004). Crossing the bridge from graduate school to job one. In

    P.M. Magolda & J.E. Carnaghi (Eds). Job One Experiences of New Professionals in Student Affairs, pp. 59-76. Dallas: University Press of America.

    Kreider (2005) The Political Involvement of Students. In R.L. Ackerman, W.B. Werner, & L.C.

    Vaccaro (Eds.) Student Freedom Revisited Contemporary Issues and Perspectives, pp.115-125. Washington: NASPA.

    Kuh, G. D. (2007). Promises and pitfalls of institutional transparency. Change,

    September/October, 31-35.

    Lovell, C. & Kosten, L. (2000). Skills, knowledge, and personal traits necessary for success.

    Roper, L. (2002) Relationships: The critical ties that bind professionals. New Directions for

    Student Services

    Schuh, J. H. (2002). Lessons from Leaders. NASPA Journal, 39(3), 204-216.

    Tapscott, D. (2009). Growing up Digital. New York: McGraw Hill.

    Winston & Creamer (1997) Current staffing practices survey report. In R.B. Winston, Jr. & D.G.

    Creamer Improving Staffing Practices in Student Affairs, pp. 95-122. San Francisco: Jossey-Bass.

    F. Student Expectations/Requirements and Grading Policy

    • Students in this course are expected to be active learners, which requires each student to take an active role in their own learning and to share the learning process with the class. The components of active learning are:

    1. Attendance at all class sessions is critical to promoting a learning community within the class. Each member benefits from the viewpoints of the other members. If you need to miss a class for unforeseen reasons you are responsible for getting all information covered in class, it is good to make these arrangements with a classmate in advance.

    a. If a student needs to miss class for a job interview you must inform the instructors and turn in the assignment prior to the class meeting he/she is missing.

    b. Because students on interview would miss class discussion, they can bring in experiences from the interview into the reflection papers due during their absence.

    2. Read all assigned materials and make note of questions, inconsistencies, areas of interest, and connections you find to other readings.

    3. Active participation in class discussion allows each student to test out his or her own assumptions about being a professional in higher education as well as expand the worldview of others in the class. Each member has an equally important story to share based on his or her own experiences.

    4. When in class the focus should only be on class materials – the role of laptop computers and other technological devices can be helpful to students and they can also serve as a distraction. It is the expectation that the only use of these devices will be for taking notes from the current class session. Students should not be checking e-mail, using social networking sites, or other type of web surfing during class. Use of these devices may be restricted by the instructor(s) if this expectation is abused by the student.

    G. Assignments, Exams and Tests

    Engaged and Active Participation

    Reflection Papers

    Contentious Issues Presentation

    Final Paper

    H. Attendance Policy

    • It is your responsibility to understand and adhere to the guidelines on how USF defines plagiarism, cheating, and disruption of academic process. That information is here: http://www.ugs.usf.edu/catalogs/0102/ADADAP.HTM The University of South Florida has an account with an automated plagiarism detection service. We reserve the right to utilize this service at our discretion.

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    • All assignments should be turned in on time and in compliance with all the criteria listed in the assignment instructions.

    J. Program This Course Supports

    C & I Concentration in College Student Affairs


  5. Course Concurrence Information

    higher education



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.