Welcome to EDACE 853 Making Good on the Promise of the Open Door: Access, Equity, & Success and its paired course, EDACE 854 Field Study Access, Equity, and Success. I’m excited to spend the next eight weeks with you as we explore what it really means to fulfill the promise of the community college and the intersections between access, equity, and success. This is an opportunity to examine the nationally recognized strategies community colleges are employing—and what they hope to achieve—in serving their students and communities.
EDACE 854 Field Study Access, Equity, and Success
This online course will provide an opportunity for students to reflect about challenges in changing community college cultures and structures from a traditional student-deficit model to a student-asset model accounting for the increasing diversity among community college students. Students will review and analyze information for team projects to best meet the challenges described.
Course Meeting Location, Times, and Dates
1 credit hour
Cohort Zoom Dates (Central Daylight Time (CDT))
Thursday, 08/25 7:00 pm – 9:00 pm (full session with EDACE 853 6-9:00 pm)
Thursday, 09/01 7:00 pm – 9:00 pm (full session with EDACE 853 6-9:00 pm)
Thursday, 09/08 7:00 pm – 9:00 pm (full session with EDACE 853 6-9:00 pm)
Thursday, 09/22 7:00 pm – 9:00 pm (full session with EDACE 853 6-9:00 pm)
Thursday, 09/29 7:00 pm – 9:00 pm (full session with EDACE 853 6-9:00 pm)
Thursday, 10/06 7:00 pm – 9:00 pm (full session with EDACE 853 6-9:00 pm)
Thursday, 10/16 7:00 pm – 7:30 pm (full session with EDACE 853 6-7:30 pm)
Preparing educators to be knowledgeable, ethical, caring decision makers for a diverse and changing world.
Our mission is fulfilled through:
- the delivery of exemplary instruction to students at the undergraduate and graduate levels;
- production, interpretation, and dissemination of sound and useful research and scholarship;
- leadership, collaboration, and service within the profession; and
- promotion, understanding, and celebration of diversity.
The Conceptual Framework serves as the guide for fulfilling our vision of preparing educators to be knowledgeable, ethical, caring decision makers for a diverse and changing world. The College of Education strives to address three major areas in preparing the teachers of tomorrow: general education, content area studies, and professional studies.
The Conceptual Framework organizes 10 standards in professional studies into the following four categories:
- The Learner and Learning
- Content Knowledge
- Instructional Practice
- Professional Responsibility
The Conceptual Framework also includes the following dispositions:
- Values Learning and Professional Development: Dedicated to acquiring and applying new ideas about content, pedagogy, and students.
- Commits to Professional, Ethical, and Legal Conduct: Committed to obeying the law and abiding by institutional, state, and national professional and ethical standards.
- Values Positive, Caring, and Respectful Relationships: Committed to interacting with students, colleagues, and community members with care, compassion, and respect.
- Embraces Diversity, Equity, and Fairness: Recognizes and values human differences and is committed to meet the educational needs of all students.
- Commits to Wise and Reflective Practice: Dedicated to careful reflection on instructional decisions and takes actions to improve professional competence.
Student Learning Outcomes – Ed.D. in Community College Leadership
SLO1: Demonstrate knowledge of the history of the community college and the community college mission, vision, values and culture. (AACC – Organizational Culture)
SLO2: Demonstrate knowledge and application of the community college governance framework. (AACC– Governance, Institutional Policy, and Legislation)
SLO3: Demonstrate knowledge and application of theories and practice related to community college student success, access, retention, and completion. (AACC – Student Success)
SLO4: Demonstrate effective personal traits (including interpersonal relationships, personal philosophy, motivating others, and nurturing diversity) of an effective leader of a community college. (AACC– Institutional Leadership, Collaboration, Personal Traits and Abilities)
SLO5: Demonstrate knowledge and application of organizational, legal, and fiscal theories; operationalizing policies, principles, and strategies; including issues with strategic planning, management skills, accreditation, and partnerships in a community college setting. (AACC – Institutional Infrastructure)
SLO6: Demonstrate knowledge of how to use and analyze data to assess holistic community college performance. (AACC– Information and Analytics)
SLO7: Demonstrate knowledge and application of marketing, media, communication principles and practices. (AACC– Advocacy and Mobilizing)
SLO8: Demonstrate knowledge and application of fundraising strategies and external agency relationships (i.e. alumni, media, legislature, workforce partnerships). (AACC –Fundraising and Relationship Cultivation)
SLO9: Demonstrate the ability to critically evaluate, synthesize, and communicate information pertinent to community colleges. (AACC – Communication)
SLO10: Demonstrate proficiency in conducting research appropriate for the Ed.D. dissertation, evaluation and application of research methods, and critical analysis of literature relevant to community colleges.
SLO11: Demonstrate ethical and professional attitudes, behaviors, and culture in oral and written work and in all forms of communication. (AACC – Collaboration)
The following course objectives have been developed to reflect the relationship of this course to the appropriate elements of this professional knowledge base. Upon successful completion of this course participants will:
- Develop an understanding of how different student characteristics impact the community college student experience from an asset-mindset.
- Demonstrate the ability to evaluate diverse perspectives and navigate the ambiguity and complexity that comes with multiple perspectives, including the ability to reassess one’s own personal perspective when appropriate.
- Enhance and demonstrate the ability to create an inclusive environment where multiple perspectives are considered for the cooperative purpose of making progress towards common goals.
- Demonstrate knowledge and application of national “best practice” student success strategies, including contextual considerations and limitations.
- Enhance and demonstrate the ability to critically evaluate a given community college context in light of student body characteristics and apply appropriate student success strategies.
Bailey, T.R., Jaggars, S.S. * Jenkins, D. (2015). Redesigning America’s community colleges: A clearer path to student success. Cambridge, MA: Harvard University Press. ISBN: 9780674368286
Cuyjet, M.J., Howard-Hamilton, M.F. & Cooper, D.L. (2011). Multiculturalism on campus: Theory, models, and practices for understanding diversity and creating inclusion. Sterling, VA: Stylus. ISBN: 9781620364154
McClenney, K. M. & Arnsparger, A. (2012). Students speak – Are we listening? Center for Community College Student Engagement. Austin, TX: The University of Texas at Austin, Community College Leadership Program. ISBN: 9780984979301
Additional required and supplemental readings will be distributed via K-State online Canvas.
Class Participation and Preparation (3 points possible per session/ 24 points total)
Students will be expected to participate in the Zoom sessions in a variety of activities including self-reflection, class exercises, and group projects. Class participation and preparation points will be graded based on participation in each Zoom session (4 points possible/session) and activity level and engagement as demonstrated in interaction with peers, meaningful participation in exercises, and completion of assigned tasks.
Case Studies (16 points possible)
Students will work in pairs and smalls groups to explore real-world scenarios involving educational value choices and will develop and present leadership response plans. Specific assignment details will be provided during each field study session. Case studies will be graded on individual participation (4 points) and the group’s quality of analysis, thought and potential effectiveness of the leadership response (4 points).
Student groups may be expected to submit case study presentation notes as part of grading process.
Group Projects (60 points possible)
Group projects will reinforce the connections between the learning material in EDACE 853 course lessons and the EDACE 854 field study sessions. Specific assignment details will be provided during the Zoom sessions. Group projects will be graded on individual contribution (10 points) and the depth and quality of the recommendations made by the group (20 points).
Student groups will present their recommendations and may be asked to submit their presentation notes for grading.
Grading is based on a percentage of available points:
A – 90-100
B – 80-89
C – 70-79
F – 69 and below
Grade designations for which grade points are not earned include:
F – Failure. The subject may not be repeated.
I – Incomplete. The student did not complete all requirements of the course at the time of grading.
W – Withdrawal. The student voluntarily withdrew from the course or was dropped from the course before completing 60 percent of the academic term. This grade has no bearing on the grade point average but may affect eligibility for financial aid.
Attendance is required at all sessions.
It is desirable that students attend each class session. However, work and family commitments may require your presence at the time of a class meeting. With this condensed course, it is imperative that students make arrangements to attend as much of each session as possible. If it is necessary for you to miss a session (or a portion of a session) in order to keep students up to pace, alternative and meaningful learning experiences may be designed. If a student is unable to attend class, please let the instructor know in advance and arrange with another student to collect any handouts that were distributed at that session.
Kansas State University has an Honor and Integrity System based on personal integrity, which is presumed to be sufficient assurance that, in academic matters, one’s work is performed honestly and without unauthorized assistance. Undergraduate and graduate students, by registration, acknowledge the jurisdiction of the Honor and Integrity System. The policies and procedures of the Honor and Integrity System apply to all full and part-time students enrolled in undergraduate and graduate courses on-campus, off-campus, and via distance learning. The Honor and Integrity System website can be reached via the following URL: www.k-state.edu/honor (Links to an external site.). A component vital to the Honor and Integrity System is the inclusion of the Honor Pledge which applies to all assignments, examinations, or other course work undertaken by students. The Honor Pledge is implied, whether or not it is stated: “On my honor, as a student, I have neither given nor received unauthorized aid on this academic work.” A grade of XF can result from a breach of academic honesty. The F indicates failure in the course; the X indicates the reason is an Honor Pledge violation.
Students with Disabilities
Students with disabilities who need classroom accommodations, access to technology, or information about emergency building/campus evacuation processes should contact the Student Access Center and/or their instructor. Services are available to students with a wide range of disabilities including, but not limited to, physical disabilities, medical conditions, learning disabilities, attention deficit disorder, depression, and anxiety. If you are a student enrolled in campus/online courses through the Manhattan or Olathe campuses, contact the Student Access Center (Links to an external site.) at firstname.lastname@example.org, 785-532-6441; for the K-State Polytechnic campus in Salina, contact the Academic and Student Services at email@example.com, 785-826-2674.
Expectations for Classroom Conduct
All student activities in the University, including this course, are governed by the Student Judicial Conduct Code (Links to an external site.) as outlined in the Student Governing Association By Laws (Links to an external site.), Article V, Section 3, number 2. Students who engage in behavior that disrupts the learning environment may be asked to leave the class.