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Issues In Leadership Foundations

LEAD 636

Spring 2017
2 or 3 Semester Credits

School of Education
Department of Leadership

Instructor:
Randy J. Siebold, Ph.D.
Associate Professor of Leadership & Higher Education
Bell Hall 173C, P: 269-471-3200, F: 269-471-6560, C: 517-203-9528
rjs@andrews.edu
Welcome 3
Assistance 3
Instructor Contact Information: 3

Other Assistance 3

I. The Organization 3
Andrews University 3

School of Education 4

Leadership Department 4

Leadership Program Competencies 5

II. COURSE OVERVIEW 5


Course Description 5

Course Approach and Objectives 5

III. TEXTBOOKS AND OTHER RESOURCES: 6


Required: 6

Recommended: 6

Recommended Articles: 6

IV. COURSE REQUIREMENTS 7


1. Online Participation and Class Attendance (30%) 7

2. Reflection Paper (35%) 9

3. Reflection Paper Presentation (20%Required for 3 credits) 10

4. Personal Philosophy & Personal Worldview (10%Required for 3 credits) 10

5. Course Journal (5%) 10

6. Activities (10%) 11

V. COURSE SCHEDULE 11
VI. GRADING CRITERIA 11
VII. COURSE DELIVERY AND INSTRUCTIONAL STRATEGIES 11
VIII. Conduct and Discussion 12
Maintain Professional Conduct Both in the Classroom and Online 12

Netiquette 12

IX. POLICIES 13
E-Mail Policy 13

Andrews University Computers and Network Usage Policy 13

Statement on Academic Integrity 13

Disability Accommodations 13

IX. ADDITIONAL RESOURCES 14


Bibliography 14

Websites 15

Relevant Journals/Periodicals 15

Websites related to Participant Aairs, College Counseling, and Higher Education: 16

Professional Journals (in the JWL or accessible through library databases) 16

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Welcome
Welcome to the syllabus, or course outline, of Issues in Leadership Foundations (LEAD
636). This course one of the three foundational courses of the Leadership Program, as
well as a course to help leaders understand the foundations of their own thinking, their
actions, and thus their leadership. In the first week of the course and covered briefly
below we will have an orientation to the class, an overview of the topics for the term, as
well as a few other important organizers for the semester. However, before we dive into
this, Id like to give you an overview of how this class fits into the larger organization.

Assistance
Instructor Contact Information:
Instructor: Randy J. Siebold, PhD
Email: rjs@andrews.edu
Cell phone: 517-203-9528 (text or call)
Zoom (videoconferencing): by appointment. Just contact me via email to set up an
appointment.

Other Assistance
Username and helpdesk@andrews. (269) 471-6016
password edu
assistance
Enrollment and sderegister@andrew (269) 471-6323
cancellations s.edu
Bookstore http://
bookstore.mbsdirect
.net/andrews.htm
Technical assistance dlit@andrews.edu (269) 471-3960
with LearningHub
Technical assistance http://andrews.edu/
with your Andrews hdchat/chat.php
account (email, etc.)
Student Services http://andrews.edu/
Support & FAQ distance/students/
Any other questions: sde@andrews.edu (800) 782-4769 or
(269) 471-6570
The course website (learninghub.andrews.edu) also includes additional information and
more specific help if needed.

I. The Organization
Andrews University
Andrews University is a part of the Seventh-day Adventist educational system with
colleges and universities around the world. It is a leader in this global system of
education with a rich history that dates back to 1874 as Battle Creek College.
Andrews University is comprised of eight schools and colleges.
School of Education
School of Architecture & Interior Design
School of Business Administration
School of Distance Education & International Partnerships

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School of Health Professions
Department of Aviation
College of Arts& Sciences
Seventh-day Adventist Theological Seminary
Andrews organizes its mission and vision around three core statements: Seek
Knowledge, Affirm Faith and Change the World.

School of Education
In my own words, the focus of the SED is to develop thinkers and doers in the image of
God. With programs that span from an undergrad certificate to offering several PhDs,
the SED is a full-service school with the ability to train leaders, teachers, counselors,
and others with more than mere academic skills. While we like to have our participants
(or participants) gain degrees and be a blessing in this word, we are even more
interested in their eternal destiny.
The School of Education is organized into three unique but integrated departments.
Leadership department
Graduate Psychology & Counseling
Teaching, Learning & Curriculum
Officially, the School of Educations mission is to serve an international clientele,
preparing educators for excellence in thinking, teaching, service and research.As
companions in learning, participants and faculty are committed to global Christian
service.
The mission is expressed through six Elements that reflect the ideal development for all
graduates of the SED as follows:
1. Worldview - Addresses appreciation of the perspectives of others and
development of a personal philosophy from which action and service arise;
2. Human Growth and Change - Addresses principles of growth, development,
and learning, and the use of these principles to effect positive change;
3. Groups, Leadership and Change - Addresses principles of group behavior
and the use of these principles to effect positive change for individuals and
organizations;
4. Communication and Technology - Addresses oral, written, intrapersonal and
interpersonal communication as the essence of human behavior and
technology as it enables, supports, and enhances human interaction and
learning;
5. Research and Evaluation - addresses valuing and conducting disciplined
inquiry for decision-making;
6. Personal and Professional Growth - Addresses commitment to holistic
personal and professional growth.

Leadership Department
The Leadership department first grew out of the need for graduate leadership training
within the K-12 school system and later preparation for leaders within higher education.
While these two programs represent a significant part of the department, two other
programs are also core: the Undergraduate Leadership program as well as the flexibly-
designed and competency-infused Leadership program that offers graduate degrees
from MAs to PhDs.
More officially, the Leadership departments mission is to develop a community of
scholar-practitioners who transform the power of knowledge onto global service. Its
core values include: community, service, integrity, and commitment.

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Finally, while this course, Issues In Leadership Foundations, grows out of the Leadership
department, more specifically it has been developed for the graduate Leadership
program. It focuses on how to better understand ones self as a person and as a leader.
It is a quite interesting, and this important topic too often goes unconsidered. We,
however, will not make that mistake.
Before moving on to the course specifically, theres one more piece of the organizational
puzzle.

Leadership Program Competencies


As you are likely aware, the Leadership program currently requires fifteen competencies.
This course is directly related to the first clusterLeadership and the Selfwhich
focuses on the self-awareness and the personal and professional identity required when
practicing leadership.
Specifically, this course is designed to prepare participants to develop the first
competencyPhilosophical foundations: Leadership functions within the context of
multiple perspectives and understands how their own worldview influences their
practice. As a result, the most significant deliverable for this class will be a reflection
paper, but more on this later.

II. COURSE OVERVIEW


Course Description
This course focuses on the importance of worldview in the role of education and
leadership. The basic perspectives of philosophy are introduced to provide participants
an opportunity to evaluate their understanding of reality, of knowledge, of what is of true
value, as well as the construct of a worldview. Leadership participants are challenged to
rethink their personal understandings in these areas by examining themselves in ways
such as assessing their own assumptions. The primary outcome of this course is a
completed reflection paper, ready for submission to the LLG (Leadership and Learning
Group).

Course Approach and Objectives


A. Course Approach: While I have shown the organizational context, demonstrating how
this course fits into the mission and values of the university, school, and department
within which this course is housed, and although this sentence is getting a bit wordy (51
words long to be exact), the course approach should be relatively simple. The course is
divided into two sectionsModules and Reflection. The first section, Modules, roughly
covers the first 8 weeks. In this section, each week is a collection (a module) of
associated activities, readings, videos, and discussion. In the second section, Reflection,
the primary task will be to review the content of the modules, find additional relevant
resources, recall (and perhaps implement) times when these theories have been applied
in your life and leadership, and finally, the writing and presenting of the reflection paper
and collection of associated artifacts.
The overall activities and assignments are not approached as purely academic
exercises.Candidates are challenged to view leadership as central to the redemptive
activity of a Christian, with redemption being understood in its broadest application to
include spiritual, mental, and physical development.In addition, candidates are
encouraged to develop an approach to leadership that facilitates the integration of
personal religious commitment with professional administrative and leadership activities.
B. Learning Outcomes Upon completion of this course, participants will be able to:
1. Articulate a personal philosophy for an approach to the administration of
academic services based on Christian leadership principles.

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2. Apply ethical standards to academic services on a college/university
campus.
3. Understand the role and function of academic services in general, and the role of
academic deans and departmental chairs in particular.
4. Understand the process of policy formulation related to the academic program and
identify the tasks involved in the administration of academic work.
5. Articulate a process of program development and review.
6. Discuss the literature of higher education related to academic services and
challenges.
7. Understand the relationship of the office of academic affairs with the non-
academic areas of the institution.
8. Analyze the issues involved in different academic challenges and propose
practical solutions to the academic community
9. Be cognizant of the trends in higher education that directly impact academic
affairs.

III. TEXTBOOKS AND OTHER RESOURCES:


Required:
Anderson, J. (2014). Whats your worldview? Wheaton, IL: Crossway.
The Holy Bible.
Knight, G. (2006). Philosophy & education: An introduction in Christian
perspective (4th ed.). Berrien Springs, MI: Andrews University Press.
Sire, J. (2009). The Universe Next Door: A Basic worldview catalog (5th ed.).
Downers Grove, IL: InterVarsity.
Wilkens, S. & Sanford, M. (2009). Hidden worldviews: Eight cultural stories that
shape our lives. Downers Grove, IL: InterVarsity

Recommended:
Knight, G. (2016). Educating for Eternity: A Seventh-day Adventist Philosophy of
Education. Berrien Springs, MI: Andrews University Press. [NOTE: This book is
recommended as an alternative for required book #2 (Knight, 2006) for both its
specific focus on Seventh-day Adventist Christian education as well as for its
simplification of the philosophical explanations.]
These books are officially listed at Andrews Bookstore and can be found at: http://
andrews.edu/bookstore. However, because Barnes & Noble is transitioning into this
role, they are not ordering stock for on-campus for online courses at this time and you
are encouraged to order these through your favorite book venders.

Recommended Articles:
The power of an online experience is increased exponentially by the availability of online
resources. We have suggested a few in connection with the weekly questions. You
should feel free to access more on your own using a search engine like google or JWL
databases (if you dont know how to access these, please see the help in the course
website. Additionally, please share any worthwhile links you find in the Class Media
Library. Here are several recommended resources to find and read.
1. Jose Alabys dissertation. This dissertation highlights epistemological tensions
between theory and practice and ontological tensions between individual and

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community needs/expectations. If you do not have a hard copy, DOWNLOAD A
PDF COPY TO YOUR DESKTOP. Alaby, J. (2003).
The end or ends of education: The issue of means and ends of the Andrews
University Leadership Program. Andrews Lithotech. (May be available at: http://
www.andrews.edu/%7Efreed/diss/alaby.pdf)
2. Anyon, J. (1981). Social Class and School Knowledge. Curriculum Inquiry, 11(1),
3-42.
3. Anyon, J. (1980). Social Class and the hidden curriculum of work. Journal of
Education, 162 (1), 67-92.
HINT: Youll be able to find these online by googling for sure!
4. Freed, S., Covrig, D., & Baumgartner, E. (2010). Learning while leading: The
Andrews University leadership program. Journal of Applied Christian Leadership,
4(1), 26-55.
5. Kriger, M. & Seng, Y. (2005). Leadership with inner meaning: A Contingency theory
of leadership based on the worldviews of five religions. The Leadership Quarterly,
16, 771-806.
HINT: This will likely be more difficult to find if all else fails get it through Inter
Library Loan at the Andrews Library site. This has been recommended by Shirley
Freed as a GREAT resource and youll use it many times as an Andrews scholar!

IV. COURSE REQUIREMENTS


This course has been structured in a way that will lend itself to learning through
discussion and reflection. The outline of the course, as well the discussion forums and
other learning resources, are available on the AU LearningHub under the title, LEAD
636 999 Issues in Leadership Foundatn - SP2017. This design is is to facilitate the
conversation of all participants so they can benefit from each others comments,
insights, and reflections on the various topics. As a community of learners, we will grow
together.
Due dates and expectations for course assignments are included in this syllabus. As a
matter of enhanced learning, fairness and courtesy to everyone in the class, there will
be additional work associated with assignments completed after the due date and
incomplete assignments (except in reference to emergencies or prior approved
situations).
Following are the assessed areas associated with this course:

1. Online Participation and Class Attendance (30%)


Weekly Forum.
This course is designed around the ability for participants to participate in weekly online
discussions each week, primarily although not exclusively for the first 8 weeks. Your
contributions to these discussions should be focused, intellectually stimulating and
pertain to the topics/issues for that week.
Discussion will take the form of each of the participants making at least one initial post
and 2-5 substantive response posts each week. This will promote
in the discussion and my worldview forums under the sharing tab. Discussion topics
and questions will be listed weekly at the end of each lesson. Participants are to reflect
on them, providing responses that are well constructed.
The following chart offers guidelines to your posts.
You need to make 3 4 substantive posts in the discussion forum each week at least
one early in the week and the others later.

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Some Discussion Starters are listed in the course Content for each week. You need to
reflect on these but you should not feel required to speak to all of them nor be limited to
only them.
I expect your learning will be commensurate with the level of conversation that occurs.
The kinds of contributions that make meaningful posts include a) providing accounts of
your own experience, b) asking expansive questions - ones with no right or wrong
answer - ones to stimulate thinking and lead to deeper understandings, c) building on
previous "posts" (whether to agree or disagree) by giving examples, asking sharpening
questions, defining issues/terms, d) suggesting metaphors and responding to the
metaphors of others, e) sharing web links and other reference materials.
The following chart offers guidelines to your posting. The more to the right you are in
your contributions, the better the course will be for everyone.

Reflective of
someone
[not passing] C B A
earning a
grade of:
Mental Reflecting/
Simple Post Questioning Dialoguing
Model connecting

You respond to You are present


what others in the bulletin
You post your have said - board -
message as if You ask using their listening,
you were questions but name or asking for
submitting an often they aren't quoting them - clarification,
assignment - connected with sharing your sharing
often what others have personal experiences,
repeating said they may experience(s) affirming
Type
what has not even be and others, and
already been connected to metaphor(s) to extending the
said - you what youve further explain conversation.
don't respond read. You don't your viewpoint You engender a
to others nor engender a and develop a response.
engender a response. common
response. understanding.
You engender a
response.
Initial post Initial post
completed completed
Not posted
All posts before the before the
during the
Timing completed by Friday noon, Friday noon,
assigned
Sunday evening other posts other posts
week.
before Sunday before Sunday
evening evening
1 initial post,
Inconsistent 1 initial post, 1 initial post, Consistently
Quanity
posting 2 responses 2-3 responses more than
three responses
Mental Model based on S. Freed, Metaphors and Reflective Dialogue Online. New Horizons in
Adult Education.

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Weekly class meeting time. [This is very important.] Please note that this online
class is not designed to be self-paced. Because the discussion is more relevant and
engaging and thus informative when your posts are accomplished during the weekly
time-frame, it is expected that all posts will be completed by Sunday night of each
week. More specifically, postings your initial post should come early in the week and
your response posts would necessarily come later in the week (of course after others
have posted their initial posts). So, the whole discussion system relies on
The discussion forum will stay open for several reasons. First, I expect each of you will
want to take advantage of the ability to go back and review what was saidcopying
your comments to use in your reflection paper or other documentsas well as adding
additional thoughts. Second, there may be times in your life that are unavoidably busy. If
this is the case, your grade will not be subject to a penalty, but you will clearly miss the
immersion of the online conversation as well as its benefits and thus will be asked to do
additional work to build your learning experience beyond just reading the posts and
responding when no one is likely to answer. If this is your case, please contact me in
advance to work out what will be helpful to you as additional work.
Participants may arrange their schedules in a way that will work best but weekly
participation for this class is mandatory. Participants are expected to show up to class
by interacting in the discussion forums a minimum of 3-4 times per week. It is
imperative that participants have adequate Internet access during the courses duration.
This is critical for participation. Be wise in your plans in order to be successful.
Intentionally make plans to daily spend time on this course.
Also notice a proposed schedule provided so participants may read the materials in
advance, as needed. Dedication, professionalism, and excellence in study skill habits
are necessary. If you have any questions regarding this process, please contact me
(contact information is above).

2. Reflection Paper (35%)


What you will be preparing here will be an important piece of your Leadership portfolio
(for the Philosophical Foundations Competency) and serve as an up-to-date coherent
portrayal of who you are in this postmodern world in which we live. That means you
need to be able to speak to who you are as much as to who you arent and why! (Be
sure to make connections to the theoretical knowledge we have covered in this class.)
This paper should be of such quality that your Leadership and Learning Group and your
advisor will be able to give you feedback using the reflection rubric in the Leadership
program handbook. And, when you have added appropriate artifacts and verifications
from others, you will have the documents to have the competency signed off!
For all Leadership reflection papers The structure of the paper should include the
following basic elements. While they are not required to presented as separate sections,
each must be clear in the reading of the paper.
Reflection Paper Organization
1. Theory (Knowing). Know what the experts have to say about this
competency.
2. Practice(Do).Apply what you learned from the experts in your own
leadership context and work
3. Reflect(Think).Reflect on what you are learning. How does the theory inform
what you do? How does your practice inform what you see in the theories?
4. Serve(Share). Helping others learn what you have learned will give you a
more complete understanding of what you have learned. It may sound a bit
weird, but its true.

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Details on developing a Reflection Paper can be found on the course website.
Artifacts: Supporting Evidence
To provide evidence to the truth of the claims of achievement made in the Reflection
Paper, each participant will provide tangible evidence covering one or more of the
following three areas:
Self. Examples: Documents developed (such as a Personal Worldview Statement),
minutes of work group that identify your contribution to a project, photographs,
recordings, articles written, etc.
Others. Examples: Letter from your direct supervisor, emails from those who you
lead, (of course, unsolicited letters provide more powerful evidence than solicited
letters), published written work not peer-reviewed, etc.
Experts. Examples: Grades in a class (which by themselves are not sufficient),
letters from experts testifying to your specific competence, a professional license,
peer-reviewed articles, etc.
Due Date:
Your final paper (revised, polished, edited, formatted in APA style, and with Bibliography,
etc.) is DUE no later than May 4, 2017. For detailed feedback please submit by April 27,
2017 (see details on the course website). PleaseDOUBLE SPACE, using APA Format!
(For help on APA, go to http://owl.english.purdue.edu/owl/resource/560/01/)
It will be graded using the Leadership program reflection rubric. Please find it online or
in your program handbook.

3. Reflection Paper Presentation (20%Required for 3 credits)


The Reflection Paper Presentation is a presentation by the participant to verbally share
what they have covered in their reflection paper. In a sense, this is a defense of your
Reflection Paper, taking what you have written and presenting it verbally in front of 2 or
more classmates. Since this is an online course, I recommend recording your
presentation using zoom.us where you can schedule an online meeting, meet, and
record all with the same software. The recorded presentation can then be uploaded to
the course website.

4. Personal Philosophy & Personal Worldview (10%Required for 3 credits)


Personal Philosophy Statement.
Your personal philosophy statement should be a maximum of 3 pages (double-spaced)
and include the following sections: Introduction, Metaphysics, Epistemology, Axiology,
Conclusion. More details on the course website.
Personal Worldview Statement.
A worldview is a framework of assumptions and beliefs about "how the world works."
You should feel free to identify yourself with any major worldview and educational theory
or even a creative combination or label of your own choice. Dont seek to be unique,
but if it does happen, dont let it stop you from stating what you truly believe. Further
instructions are available on the course website. The final document should be a
maximum of 3 pages (double-spaced). More details on the course website.

5. Course Journal (5%)


This Course Journal documents your learning process through the course. You will not
be evaluated on its content, but if it has been completed each week. Participants
should plan to spend roughly 15 minutesper week. You may find it valuable to learn
from your learning process, yet my intention is to use the findings from the journals to
help improve the design of this course. Make sureone entry each and every week.

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6. Activities (10%)
Several activities have been selected to provide participants with experiences outside of
their normal routine. Having the chance to interact with those who see from a different
perspective can provide opportunities for much personal growth. Through both
observation and conversation we can find new ways of approaching the world while still
being true to our core beliefs.
After experiencing these activities, I expect you will find ways of integrating these
activities into our weekly discussion over the first 8 weeks, and/or into your other
documents (Personal Philosophy Statement, etc.).

V. COURSE SCHEDULE
This course has been divided into two halves. The first section is Modules (one module
per week) that will last for the first eight weeks. The second section is Reflection that will
last for the second eight weeks of the class. This will be where you will focus on getting
your Reflection Paper completed, etc. The following is a list of the 8 modules (mostly
organized by questions) to be covered over the first 8 weeks. For more information on
dates and readings see the course website on AU LearningHub.
1. Important Introductions
2. What is Real?
3. What is True?
4. What is of Value?
5. What is a Worldview?
6. Perspectives on Worldview
7. Influences on Worldview
8. Worldview and Culture

VI. GRADING CRITERIA


Grades will be based on the following formula:

Reflective of someone [not


C B A
earning a grade of: passing]

Participation (30%) See rubric above


Reflection paper (35%) See Reflection Paper Rubric on course website
Reflection Paper See Reflection Paper Presentation Rubric on course
Presentation (20%) website
Philosophy & Worldview See Personal Philosophy Statement and Personal
Statements (10%) Worldview Statement rubrics on course website
5 or more 4
2 missing No missing
Journal (5%) missing missing
entries entries
entries entries
Missing 1 or more
Activities (10%) Completed all activities
activities

VII. COURSE DELIVERY AND INSTRUCTIONAL STRATEGIES


This course uses a variety of learning strategies adapted to online delivery. Candidates
will experience community on-line and use the internet and field based investigation to
apply ideas to their own school and community. They will read or listen to lectures and
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view presentations by the professor and fellow participants. Candidates also plan and
do several self-paced community projects.
Things to understand for an online course offered via LearningHub
Instructions on logging on to LearningHub
Go to: https://learninghub.andrews.edu/
At the top of the screen you will find a place for your Username and
Password.
Username: enter your AU username
Password: enter your AU password

For help, if username and password do not work or for any other technology
questions, please contact DLiT at:
email - dlit@andrews.edu
Daytime phone: 269.471-6200

VIII. Conduct and Discussion


Maintain Professional Conduct Both in the Classroom and Online
The online classroom is a professional environment where academic debate and
learning take place. I will make every effort to make this environment safe for you to
share your opinions, ideas, and beliefs. In return, you are expected to respect the
opinions, ideas, and beliefs of other participants in all your communication.
Participants have the right and privilege to learn in the class, free from harassment and
disruption.

Netiquette
In this course you will communicate with your fellow participants and instructor primarily
in writing through the discussion forum and e-mail.
Online manners are generally known as netiquette. As a general rule, you should
adhere to the same classroom conduct that you would off-line in a face-to-face
course. Some examples of proper netiquette are:
1. Avoid writing messages in all capital letters. THIS IS GENERALLY UNDERSTOOD
AS SHOUTING.
2. Be careful what you put in writing. Even if you are writing an e-mail message to one
person, assume that anyone could read it. Though you may send an e-mail to a
single person, it is very easy to forward your message to hundreds or thousands of
people.
3. Grammar and spelling matter. Online courses demand the same standard of
academic communication and use of grammar as face-to-face courses.
4. Never use profanity in any area of an online course. The transcripts of online course
discussion forums, e-mail, and chat sessions are savable.
5. When responding to messages, only use "Reply to All" when you really intend to
reply to all.
6. Avoid unkindly public criticism of others. Publicly criticizing others in an inappropriate
way is known as "flaming." Consider this course a practice forum for selecting your
verbiage thoughtfully and professionally.
7. Use sarcasm cautiously. In the absence of nonverbal cues such as facial
expressions and voice inflections, the context for your sarcasm may be lost, and
your message may thus be misinterpreted.

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8. In a face-to-face setting, our tone of voice and facial expressions may convey as
much of our meaning as the words we use. In a written message, the subtext of
your meaning may be confused or misinterpreted. Write clearly. Use active verbs.
[Source: University of Maryland, Communications Department]

IX. POLICIES
E-Mail Policy
This is an important note to all participants regarding the use of e-mail addresses. You
will need to be aware that by enrolling in EDAL676 your e-mail address will be made
available to on-line tutor(s), technical and administration support staff and participants
within your tutorial support group as part of the normal delivery process for these
courses. The release of e-mail addresses to persons other than those listed is forbidden
unless written permission of the participant is obtained.

Andrews University Computers and Network Usage Policy


As a part of its educational mission, Andrews University provides data communications
and computing services to University participants, faculty, administration, and staff. The
following policies and guidelines (found at http://www.andrews.edu/ITS/policies/
C_N_Policy1.htm are established to maximize the educational benefit realized from the
considerable investment of resources necessary to operate and maintain these facilities.
Non-compliance with these policies and guidelines may result in penalties of varying
degree. Please take just a few minutes to read these guidelines. For this class
especially, certain activities are considered inappropriate use of computing facilities.
These include electronic chain letters, pyramid schemes, mass-mailing of unsolicited e-
mail and "spamming". Spamming refers to the mass postage of a single message to
multiple Newsgroups regardless of whether the message is relevant to each groups
topic.

Statement on Academic Integrity


Participants are expected to do their own work and give appropriate credit to the works
of others. Andrews University academic integrity policy treats violations seriously.
Penalties vary in degree and severity ranging from warnings to dismissal from the
University. My policy for academic dishonesty in this course will be to reject the entire
product of the participant if it is deemed to be plagiarized. Plagiarism consists of
appropriating the works of others as ones own.

Disability Accommodations
If because of a disability, you require assistance or reasonable accommodations to
complete assigned work, speak with me after class or during my office hours. I will work
with you on making this course, class activities, and exercises accessible for your full
involvement. Support services for participants with disabilities are available through the
office of Participant Success (contact information is available at: https://
www.andrews.edu/services/sscenter/).
Orientation, advising, tutoring and counseling information is available through the School
of Distance Education Participant Services Department (learn more
atwww.andrews.edu/distance/participants/).
The current Andrews University Bulletin atwww.andrews.edu/academics/
bulletincommunicates policies and procedures, and key contact information for all
campus services.
The Andrews Agenda atwww.andrews.edu/agendaprovides weekly news,
announcements and updates.

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FollowAndrews Universitys facebook pagefor regular postings of life at Andrews.
The Andrews Directory atwww.andrews.edu/directoryincludes contact information for
all current faculty, staff and participants.
Departmental updates are emailed to participants registered in specific programs of
study.
Pioneer Memorial Church Sabbath worship servicesare streamed online,
andpodcastscan be accessed at any time.
Videos of chapels, vespers, weeks of prayer, and other key presentations can be
viewed at any time through theAndrews University Youtube Channel.
TheAndrews University Participant Association Youtube Channelincludes many more
videos of participant sporting and social events.
Listen to Andrews Universitys classical radio online 24/7 atWAUS
Disability accommodation can be arranged through Participant Success (learn more at
www.andrews.edu/services/sscenter/disability/)
An online grievance form provides participants with tools to formally register a
complaint about any aspect of the educational service provided by Andrews
University. The procedure for lodging a complaint isoutlined online.

IX. ADDITIONAL RESOURCES


Bibliography
Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1),
67-92.
Anyon, J. (1981). Social Class and School Knowledge. Curriculum Inquiry, 11(1), 3-42.
Bartholomew, C., & Goheen, M. (2013). Christian philosophy: A systematic and narrative
introduction. Grand Rapids, MI: Baker Academic.
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. London,
England: Kogan Page.
Bronson, P. (2003). What should I do with my life: The true story of people who answered the
ultimate question? New York, NY: Random House.
Dewey, J. (1916). Democracy and education. New York, NY: The Free Press.
Freed, S., (2003). Metaphors and reflective dialogue online. New Horizons in Adult Education,
17(3), 4-19.
Freed, S., Covrig, D., & Baumgartner, E. (2010). Learning while leading: The Andrews University
leadership program. Journal of Applied Christian Leadership, 4(1), 26-55.
Frost, S. E. (1962). Basic teachings of the great philosophers. New York, NY: Doubleday.
(especially Chapters II and VIII)
Gaarder, J. (1991). Sophies world: A novel about the history of philosophy. New York, NY:
Berkley Books.
Knight, G. (2006). Philosophy & Education: An introduction in Christian perspective (4th ed.).
Berrien Springs, MI: Andrews University Press.
Kriger, M., & Seng, Y. (2005). Leadership with inner meaning: A contingency theory of
leadership based on the worldviews of five religions. The Leadership Quarterly, 16(5),
771-806.
Madden, B. (2014). Reconstructing your worldview: The four core beliefs you need to solve
complex business problems. Naperville, IL: LearningWhatWorks.

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Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education,
1(1), 58-63. doi: 10.1177/1541344603252172
Naugle, D. (2002). Worldview: The history of a concept. Grand Rapids, MI: Eerdmans.
Overman, C. (2011). Assumptions that affect our lives: How worldviews determine values that
influence behavior and shape culture. Bellevue, WA: Ablaze Pub.
Palmer, D. (1996). Does the center hold? An introduction to western philosophy. Mountain
View, CA: Mayfield Publishing Co.
Poplin, M. (2014). Is reality secular? Testing the assumptions of four global worldviews:
Downers Grove, IL: InterVarsity.
Postman, Neil & Charles Weingartner. (1969). Teaching as a subversive activity. New York, NY:
Delacorte.
Sire, J. (2004). Naming the elephant: Worldview as a concept. Downers Grove, IL:Intervarsity.
Schn, D. A. (1983). The reflective practitioner. New York, NY: Basic Books.
Schumacher, E.F. (1978). Guide for the perplexed. New York, NY: HarperCollins.
Stevenson, L. & Haberman, D. (2004). Ten theories of human nature (4th ed.) New York: Oxford
University Press.
Tickle, P. (2012). The great emergence: How Christianity is changing and why. Grand Rapids,
MI: Baker Books.
White, E. (1903). Education. Mountain View, CA: Pacific Press.
Wommack, A. (2012). Christian philosophy? Tulsa, OK: Harrison House.
Zacharias, R. (2012). Why Jesus? Rediscovering His truth in an age of mass marketed
spirituality. New York, NY: FaithWinds.

Websites
A Higher Education
By Michael S. Hamilton
http://www.christianitytoday.com/ct/2005/006/20.30.html
Copyright 2005 Christianity Today. June 2005, Vol. 49, No. 6, Page 30
Recommended readings Council for Christian Colleges and Universities.
http://www.cccu.org/docLib/20050720152014_Readings%20on%20CHE.pdf
Forum on Christian Higher Education
http://www.cccu.org/conferences/eventID.41/past_conferences_detail.asp

Relevant Journals/Periodicals
Journal of Higher Education
Educational Forum
College Participant Journal
Change
College and University
Chronicle of Higher Education
On Campus with Women
CAS: The book of professional standards for higher education. (From the Council for the
Advancement of Standards, Washington, DC.)

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Websites related to Participant Affairs, College Counseling, and Higher
Education:
ACCA: http://www.collegecounseling.org
ACPA: http://www.myacpa.org
ACUHO-I: http://www.acuho.ohio-state.edu/
ASJA: http://asja.tamu.edu/
CAS: http://www.cas.edu/index.htm
AAHE: http://www.aahe.org/
NASPA: http://www.naspa.org/
CSPA: http://academic.strose.edu/cspa/cspahome.htm
USDOE: http://www.ed.gov/
Chronicle of Higher Education: http://chronicle.com
ACA: http://www.counseling.org/
NYSED: http://www.nysed.gov/
Participant Affairs Related Links: http://www.siue.edu/~sgluntz/stuaffrs.html
PSU: http://www.plattsburgh.edu

Professional Journals (in the JWL or accessible through library databases)


Academy of Management Journal
Academy of Management Review
Administrative Science Quarterly
American Education
American Educational Research Journal (broad spectrum of articles, with some
applicable to HE)
American Journal of Distance Education (important for the modern educational
institution)
American Journal of Sociology
Behavioral Science
Change
Clearing House
College and University (journal for registrars and admissions officers)
College Teaching (teacher development)
Comparative Education
Contemporary Education
Curriculum Review (a digest of current issues and news)
Education
Education and Urban Society
Education Digest (not focused on higher education, but a good source)
Educational Administration Quarterly (important journal for higher education)

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Educational Administrators Abstracts
Educational Leadership (principles of educational leadership, mainly focused on
schools, not colleges and universities)
Educational Management and Administration (British, with a mix of good articles, some
focused on higher education)
Educational Planning
Educational Record
Educational Researcher
Educational Research Quarterly
Educational Studies (important journal relating to foundations of education)
Educational Technology
Educational Theory (important foundations and issues journal, published by the John
Dewey Society)
Harvard Educational Review (classy material, cutting edge philosophical/research
issues, but often focused on schools, not colleges)
Human Organization
Human Relations
Innovative Higher Education (important journal for higher education)
Interchange
International Education (broadens perspectives, an important journal)
International Social Science Journal
International Review of Education (diversity of levels of education addressed)
Journal of Adventist Education (important for a Christian approach to education, with a
diversity of levels of education addressed)
Journal of Applied Behavioral Science
Journal of Christian Education (Australian journal with some interesting and innovative
articles, but with a broad focus)
Journal of Conflict Resolution
Journal of Education
Journal of Educational Administration
Journal of Educational Administration and History (interesting historical insights into
education at all levels)
Journal of Educational Psychology
Journal of Educational Research
Journal of Educational Sociology
Journal of Educational Thought
Journal of Experimental Education
Journal of Experimental Thought
Journal of General Education
Journal of Higher Education (important journal for higher education)
Journal of Higher Education Policy and Management

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(Australian journal of importance)
Journal of Human Resources
Journal of Law and Education (specialized)
Journal of Leadership Studies (important journal with good articles and ideas)
Journal of Learning Disabilities
Journal of Marketing for Higher Education (important journal for higher education)
Journal of Moral Education (a topic in education with which Adventists should all be
familiar)
Journal of Negro Education
Journal of Research in Christian Education (our very own journal, AU School of
Education)
Journal of Social Issues
Journal of Special Education
Journal of Teacher Education
Management Communication Quarterly
Management of Personnel Quarterly
Management Science
NAASP Bulletin
Organizational Behavior and Human Decision Processes
Organizational Behavior and Human Performance
Peabody Journal of Education (not focused on higher education, but considers broad
and significant issues)
Personnel
Personnel Administration
Personnel Administrator
Personnel Psychology
Phi Delta Kappan (quality mix of educational articles and research)
Planning and Change
Planning for Higher Education (a must read journal for higher educational
administrators)
Policy Sciences
Public Administration Review
Research in Higher Education (important journal for higher education)
Review of Higher Education (important journal for higher education)
Society
Sociology of Education
Teachers College Board
Technology and Learning (up-to-date magazine style with interesting short articles and
info)
Techtrends for Leaders in Education and Training

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Todays Education
Urban Education

Copyright 2017 by Andrews University. All rights reserved. No part of these course
materials may be reproduced, stored in a retrieval system, or transmitted by any form or by
any means-electronic, mechanical, photocopying, recording, or otherwise-except as may be
expressly permitted by the applicable copyright statutes or in writing by Andrews University.

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