Running head: LCC COURSE SUM

Course Summaries Liana Bracale Carroll Case Studies / HIED 66655 February 5, 2014 Dr. Iverson

LCC COURSE SUM

Leadership in Education Organizations

HIED 66657 Dr. Martha C. Merrill Fall 2012 Catalog / Course Description: By learning to appraise their own leadership styles, students improve their leadership effectiveness and explore the relationship between leadership and college and university effectiveness (Merrill, 2012). Reflection:1 This class covered both traditional theories of leadership like trait and behavioral theories, as well as more contemporary approaches like contingency and cultural theories. Additionally, this class covered four ethical paradigms to consider in decision-making: the ethic of justice, critique, care, and profession (Shapiro, 2008). We also discussed different institutional types in this class (Hirt, 2006). I began the course with a perspective of leadership based on personal observations, experiences in work settings, and societal norms. This course had me broaden my ideas of leadership, shedding light on how context and language influence ones conception and method of leadership (Gordon, Iverson, & Allan, 2010; Kezar, Carducci, & Contreras-McGavin, 2006). From class discussions, reflecting on my own leadership style, and personal experiences, this class highlighted how sometimes leadership conceived in a traditional sense may hinder progress, and how the consideration of collaborative leadership structures may help organizations function better in the long-term. These new conceptions have made me more aware of possible alternative leadership styles and methods that I will carry through to my next professional context.

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Research in Educational Services

EVAL 65511 Dr. Mark Kretovics Fall 2012 Catalog / Course Description: Introduction to purposes and practice of qualitative and quantitative elements related to educational services. The emphasis of this course will be on the elements of conducting research and using products of research to support and enhance practice. It is designed to allow students to become informed consumers of social science research. Students will be able to identify various research approaches and the strengths and limitations associated with different approaches. Students will develop skills related to: the development of valid research questions, the evaluation of various research designs, and the use of the library to search the literature (Kretovics, 2012). Reflection: During this course, I learned about the differences in qualitative and quantitative research, the appropriate methodologies given ones research question, and how to be a more critical reader of research studies. One individual assignment introduced me to the concepts and taught me how to develop a research question, find applicable literature, and design a study; however, it was the semesterlong, team-based project that taught me the most regarding the design and implementation of research. As a team, we designed a research study, executed the research, completed a paper, and presented our research to the class. This paper was later presented at the Educational Research Exchange conference. Not only did this project teach me the elements of a research study and how to structure a project, it introduced me to the dynamics of group work, a cornerstone of many future classes. Importantly, it introduced me to my future friends who would be an invaluable resource in the program. This course acted as a great connector to the College Student Development course that I took during the same semester in that both courses laid the foundation of the Higher Education discourse. Additionally, this course has provided the groundwork and experience that is aiding in a current research project that I have undertaken this semester.

LCC COURSE SUM College Student Development: Theory and Practice HIED 66653 (Online) Dr. Tracy M. Lara Fall 2012

Catalog / Course Description: This course provides an overview of theories related to the development of college students. Through reading, discussion, reflection and research, students will co-construct knowledge and increased understanding of the complexities of student development and the application of these theories in post-secondary education. Specific attention will be given to considering how sex, gender, racial-ethnic heritage, sexual orientation, age, ability/disability and social class contribute to the identity development of college students (Lara, 2012). Reflection:2 Overall, this course laid a foundation for my future studies in Higher Education by introducing me to the discourse itself. Because I had been previously educated in a different discourse, this course enabled me to better understand the values, approaches, and theories that ground the profession. Some of the more salient ideas for me included Baxter Magolda's (2008) theory of self-authorship built upon Kegan's (1982) work, Astin's (1984) theory of involvement, and Sanford's (1966) idea of challenge and support (cited in Evans, Forney, Guido, Patton, & Renn, 2010). Additionally, this course introduced me to the idea of self-reflection and helped me to gain an understanding of my personal developmental path. As I continued in the program, the ability to reflect-back on my learning became a valuable tool. Understanding some basic theories would also prove useful in future classes, and will continue to help me in future work with students. Lastly, the nature of this class, being online, taught me important lessons regarding the online learning environment. These lessons will aid in both my ability to understand and guide future students who choose to participate in the same educational environment, a growing trend in Higher Education.

LCC COURSE SUM Law & Higher Education HIED 66652 Dr. Stephen B. Thomas Spring 2013 Catalog / Course Description: Selected principles of constitutional, statutory, case, and common law affecting the administration of colleges and universities are studied (Thomas, 2013).

Reflection: This course provided a basic understanding of the law as it applies to higher education institutions. I learned how laws apply to public and private institutions, the nuance of the law in interpreting sample cases, and the basic underlying principles of the law. One of the projects in this class included interviewing an administrator at another institution regarding their experiences dealing with legal issues. This assignment proved valuable because it highlighted the points brought up in class regarding how the context of the institution greatly determines which laws are applicable. Because I had no previous experience in the particulars of law, this class taught me the general legal structure and important considerations that I should be aware of when working in higher education. This general familiarity with certain laws are useful to know, and I have a feeling there are cases and notes that I will continue to revisit as I move forward in my professional career.

LCC COURSE SUM Business Administration in Higher Education EDAD 66667 Dr. Mark Kretovics Spring 2013 Catalog / Course Description: This course introduces students to the administrative and business management of institutions of higher education. The course covers topics such as institutional planning, space management, insurance matters, personnel administration, purchasing, and facility management (Kretovics, 2013).

Reflection: In this course, we looked at higher education from a business perspective. This was done in a macro-view, by considering tertiary education as an industry and the implications of different events like the advent of MOOCS on the industry as a whole. Within this perspective, we used current journal articles to evaluate the effects of the situation on individual institutions and the industry. In addition to the macro-view, this class focused on the business perspective in a micro-view, considering the underlying business structures within an institution. Specifically, I learned about structural aspects of the hiring process and how to make and justify budgetary decisions. As higher education across the world has become more commercialized, the ability to understand the business perspective is an important piece in the dynamics of an-ever growing and changing field. This class helped me to understand the decision-making process better and the implications certain policies have on business structures. Because I had been out of the field for a number of years, this class highlighted some previous professional experiences that I had in the past, which I could capitalize on for the future. Moving forward, I have another perspective to consider in both decision-making and when thinking about implementing new policies.

LCC COURSE SUM Administration of Multiculturalism and Diversity in Higher Education Institutions HIED 66671 Dr. Timeka L. Rashid Fall 2013

Catalog / Course Description: This course addresses issues related to multiculturalism and diversity that affect students and the administration of colleges and universities (Rashid, 2013). Reflection: Given my passion and past experience working in a higher education position that centered on diversity, I looked forward to this class. Among other things, this class covered ideas of privilege and power, intersectionality of identity groups, and how issues of diversity affect higher education institutions-both in the structures, policies, and practice. In this class, we also discussed the history of multiculturalism and diversity in higher education and how those conceptions have evolved over time and are ever-evolving with the changing demographic populations. The assignment to research an individual institutions diversity structure was interesting, not only in reflecting back on my previous institution, but also in looking ahead at picking a future institution. After this class, it definitely has me considering whether higher education institutions are potentially behind the times. I chose to research and write about undocumented students in the higher education landscape for my culminating project. This particular underserved group thrives in the shadows of higher education institutions and I feel passionate that we, as student affairs professionals, have a duty to serve them better. This class taught me to consider the complexity of diversity issues, and helped me to consider how both my personal and professional experiences have been shaped by these concepts. As a Latino, many of the classes or concepts that we covered throughout the class hit home, and have helped me to reflect on and process my own experiences in light of those theories.

LCC COURSE SUM References Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco: JosseyBass. Gordon, S., Iverson, S. V., & Allan, E. J. (2009). The discursive framing of women leaders

in higher education. Reconstructing Policy in Higher Education: Feminist Poststructural Perspectives, 81. Hirt, J. B. (2006) Where You Work Matters: Student Affairs Administration at Different Types of Institutions Lanham, MD: ACPA/University Press of America Kezar, A. J., Carducci, R., and Contreras-McGavin, M. (2006) Rethinking the L Word in Higher Education: The Revolution of Research on Leadership. ASHE Higher Education Report: vol. 31, no. 6. San Francisco: Jossey-Bass/Wiley Kretovics, M. (2012). EVAL 65511 Research in Educational Services syllabus. Kent, OH: Kent State University. Kretovics, M. (2013). EDAD 66667 Business Administration in Higher Education syllabus. Kent, OH: Kent State University. Lara, T. (2012). HIED 66653 College Student Development: Theory and Practice syllabus. Kent, OH: Kent State University. Merrill, M. (2012). HIED 66657 Leadership in Education Organizations syllabus. Kent, OH: Kent State University. Rashid, T. (2013). HIED 66671 Administration of Multiculturalism and Diversity in Higher Education Institutions syllabus. Kent, OH: Kent State University. Shapiro, J.P., and Gross, S. J. (2008). Ethical Educational Leadership in Turbulent Times:

LCC COURSE SUM (Re)Solving Moral Dilemmas New York: Lawrence Erlbaum Associates. Thomas, S. (2013). HIED 66652 Law & Higher Education syllabus. Kent, OH: Kent State University.

LCC COURSE SUM Footnotes

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Portions of this reflection were inspired or taken from a previous reflection paper

written for the Leadership class: Bracale Carroll, L. (2012). Learning reflection. Unpublished paper, Kent State University.
2

Portions of this reflection were inspired or taken from a previous paper written for the

College Student Development class: Bracale Carroll, L. (2012b). Learning reflection. Unpublished paper, Kent State University.