College of education conceptual framework
The vision of the College of Education (COE) at The University of Alabama is to develop effective, ethical, and reflective professionals who advance the theme of the COE: Unites, Acts, and Leads (UA Leads). By engaging in theoretically informed and intellectually advanced effective practice our graduates will
UNITE with the larger community to collaboratively nurture cultural competence, empathy, and a vision of equity and justice for all learners;
ACT to develop the full potential of all learners to be excellent professionals in their field; and
LEAD through continuous research-based critical inquiry of policy and reflective practice to enable transformative change in our diverse local and global communities.
Higher Education Administration Program Goals
The mission of the Higher Education Administration Program is to provide academic preparation and professional development for those individuals who have and will assume positions of leadership in two- and four-year colleges and universities. This preparation includes the development of scholarly abilities, research, and practical administrative abilities. Graduates of the program are expected to enter leadership positions in some type of higher or postsecondary education or related agency, such as governmental authorities or agencies, foundations, or human service organizations. As an interdisciplinary field, the study of higher education relies on the disciplines of economics, history, philosophy, and psychology along with studies in organizational theory, management and marketing, and leadership. This course intends to support the mission of the program.
Policy on Academic Misconduct
“All acts of dishonesty in any work constitute academic misconduct. The Academic Misconduct Policy will be followed in the event of academic misconduct. “Plagiarism is the act of representing the words, data, works, ideas, computer program or output, or anything not generated by the student as his or her own. Plagiarism may be inadvertent or purposeful; however, plagiarism is not a question of intent. All suspected incidences of plagiarism must be reported by the course instructor to the Assistant Dean. Plagiarism is considered a serious act of academic misconduct and may result in a student receiving an F in the course and being suspended from the University. For more information, see
http://facultysenate.ua.edu/handbook/append-c.html.
Statement of Equal Treatment and Disabilities
The instructor and students in this course will act with integrity and strive to engage in equitable verbal and non-verbal behavior with respect to differences arising from age, gender, race, sexual orientation, physical ability, and religious preferences.
If you are registered with the Office of Disability Services, please make an appointment with the instructor as soon as possible to discuss any course accommodations that may be necessary. If you have a disability but have not contacted the Office of Disability Services, please call 348-4285 or visit the Disability Services office to register for services.
Statement on Multicultural Components
Students in this course are encouraged to examine the role that cultural diversity amongst students, faculty, staff, and the communities served by higher education institutions.. In particular, students are encouraged to consider the effect that different aspects of the design and evaluation of learning outcomes and services, as well as the methods used for the reporting of outcomes data may have on the diverse constituencies that our colleges and universities serve. Discussions of the implication or applications of readings to diverse populations are particularly encouraged.
Attendance Policy
Attendance, class participation, and completion of all assignments are critical for success in the course.
Grading and the Evaluation of Student Work
All work completed in this course is being completed in preparation for the award of an advanced degree, and advanced levels of work are expected. Grades will reflect the quality and character of the work, format of the written work, and depth as well as breadth.
An “A” (91-100%) represents above average or exceptional work that goes clearly above stated guidelines. It should demonstrate advanced level thinking that goes beyond a regurgitation of thoughts from the class to incorporate original thoughts clearly developed and building on the conceptual foundation developed in the course. It should be well-stated and show a mastery of the educational topic of discussion.
A “B” (81-90%) represents expected graduate student work. It has a clearly defined and adequate thesis, but lacks depth and clarity of insight or new thought that exemplifies superior work.
A “C” (71-80%) exemplifies work below the expected level. Problems in such work include poor construction of ideas, show a lack of clear understanding of the topic, or contain formatting weaknesses that detract the reader from the purpose of the paper.
Follow guidelines of Manual for the American Psychological Association for written assignments.
