Syllabus: EDACE 863 Bers Spring 2023 Final 2-20-2023 (1)

From Enrollment to Outcomes

Kansas State University

College of Education

John E. Roueche Center for Community College Leadership

Spring 2023

All times are central time

Instructor:

Trudy Bers, Ph.D.

Contact Information

I am interested in interacting with you throughout this course and supporting your success as a graduate student seeking the highest level of academic qualification in the nation, an earned doctoral degree. Generally, it is easiest to reach me via e­mail. Please note, however, that no course assignments will be accepted by email. All assignments must be submitted via Canvas;  please also notify me by email when you submit an assignment. Also please encourage yourself to email me with questions and comments about anything pertaining to this course at: tbers1010@gmail.com or Tbers@ksu.edu. I will attempt to return your mail within 24 hours and most often before the end of the day unless I am beyond the reach of technology. If you need to talk directly with me, please e­mail several days and times you can be available as well as the telephone number you prefer. My number is 708-494-6083, and I’m in central time zone (think Chicago).  I’ll make every effort to call you at the time that you specify (although we may have to negotiate this a bit to fit calendars). Virtual visits also are possible using Zoom (preferred) or other online video services by prior arrangement.

If you have technical questions, it is best to call KSU’s IT services at 785-532-7722.

Office Hours (also known as Student Hours)

By appointment. Please contact me by email. There are also scheduled interactive Zoom learning sessions.  After each class, students or groups of students can remain on the line to ask questions about course contents, assignments and learning objectives.

Course Description EDACE 863

This course is designed to prepare senior administrators and aspiring leaders to develop and foster cultures of evidence and inquiry from enrollment to outcomes. Participants will consider how to develop and use robust common measures to benchmark and improve institutional performance. Because community colleges are increasingly pressured to demonstrate their performance to external audiences, the tool kit of the successful administrator must include the ability to critically access, analyze and evaluate robust common measures, benchmarks and research at the institutional (micro) and macro (state and national policy) levels. Administrators must also be able to foster and sustain a culture of evidence within their institutions and to clearly communicate and discuss data and information to understand and improve student success from enrollment to outcomes.

This course is a companion to EDAC 864, a 1-credit field study course taken in conjunction with EDACE 863.   EDACE 863 is 2 credit hours.

Course Learning Objectives/Competencies

At conclusion of EDACE 863

1. Produce clear, analytical writing and data displays to effectively communicate data and information about student access and outcomes, including the effectiveness of programs and services intended to support their success.
2. Identify the sources and ways to access and communicate both qualitative and quantitative data to evaluate students’ college experiences and programs/services intended to support their success, including the limitations of using data from student information systems for this purpose.
3. Identify and evaluate key metrics frequently used for assessing institutional performance generally and student success more specifically.
4. Write measurable student learning outcomes and institutional strategic goals and objectives, and describe their roles in a college’s curriculum and institutional effectiveness.
5. Identify and evaluate key metrics frequently used for assessing institutional performance generally and student success more specifically.
6. Identify components of a high quality strategic plan and critique a community college strategic plan.
7. Apply logic models and principles of program review to the design, implementation, evaluation and improvement of programs and services.
8. Assess the effectiveness of non-academic units.
9. Identify principles and data requirements of regional accreditation specific to institutional effectiveness and quality improvement for a given institution.
10. Plan and implement a data summit focused on a college’s strategic plan or student success as a tool for strengthening an institution’s culture of evidence.

Required Textbook

Phillips, B.C., and Horowitz, J.E. (2017).  Creating a Data-Informed Culture in Community Colleges.  Harvard University Press.

Required Online and Other Resources

I have made every effort to include both an accurate URL for downloading resources in the reference list and actual copies, usually PDFs, of resources in the Canvas classroom.  Note that the links provided in this syllabus can and do change, sometimes even during the timeframe in which the course is offered.  When this is noted, learners will want to research different routes to finding those missing resources and, in turn, suggest alternate resources when the sought resource isn’t available. Please note all broken links in an email to your instructor.  I will share that with the entire class. Please also feel encouraged to suggest other high quality sources for the benefit of your learning colleagues to your instructor.

Course Assignments

Prior to each session, participants will complete the readings assigned, complete assignments for the session, participate in required online discussions, and be ready to engage in synchronous and asynchronous class discussions. Class discussions will include a review of the readings assigned since the last synchronous session, including contents, methodology, findings if a research study, and key takeaways.  I will ask for a volunteer to lead the   discussion about a specific reading; I hope I don’t have to use the “voluntold” method of identifying a discussion leader. We will develop the list of volunteers and readings at the beginning of the semester.  Class sessions will also include your discussing the assignments you did, whether Discussion Posts or other, and even sharing your screen to bring your work “to life.”

There will be one week (the week of April 17) when instruction will be through asynchronous “sessions.”    During this week  I expect each student to read and, as appropriate, respond to these instructional conversations.  During this week I will also schedule Zoom sessions with each team that is preparing a data summit presentation to talk with you about your progress and questions you may have.

Week-by-Week Topics, Readings and Assignments

Grading and Related Information

Grading

Grades:

Grade designations for which grade points are not earned include:

F – Failure. The subject may not be repeated.

I – Incomplete. The participant did not complete all requirements of the course at the time of grading.

W – Withdrawal. The participant 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.

Late Assignments

I make every effort to begin grading assignments no later than the day after they are due.  I ask that you submit your work on time; if you find this is not possible and it’s likely I will have begun grading before you submit your assignment, please contact me.

Make Up Work

When extreme circumstances dictate that the student will be unable to participate in scheduled class sessions, students are required to contact the instructor prior to class time for permission to be gone. Extreme circumstance is defined as the student’s medical condition or the medical condition of an immediate family member. If approved, the student will need to submit written work demonstrating mastery of all competencies presented during the sessions missed.

Required Protocol for Submitting Assignments

Effectively managing and grading assignments requires students to clearly identify the contents of those assignments in the file name. The file naming convention used to submit assignments is: LastnameAssignment#Date.docx  For example, if I were to submit a document for assignment 4c here’s how it would look: Bers4c11March23.docx. Using this convention will allow me to know who is submitting which assignment and when it was submitted . Submissions that do not use this naming convention will be returned ungraded.

The Classroom Experience and Expectations for Students

Attendance Policy

The rigor of doctoral studies includes substantive preparation and active participation in all face- to-face sessions, assigned site visits, team projects, and other course assignments. Absence from course sessions places a student at a considerable disadvantage in the learning and interaction with cohort members and faculty who are a significant part of the program. Absence from course sessions may result in grade adjustments for missed classes or administrative withdrawal. Each faculty member’s requirements for make-up work are stated in the course syllabus.

Course Absences

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.

Academic Honesty

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 AccessLinks to an external site. CenterLinks to an external site. at accesscenter@k-state.edu, 785-532-6441; for the K-State Polytechnic campus in Salina, contact the Academic and Student Services at polytechnicadvicing@k-state.edu, 785- 826-2674.

Expectations for Classroom Conduct

All student activities in the University, including this course, are governed by the StudentLinks to an external site. Judicial Conduct CodeLinks to an external site. as outlined in the Student Governing Association By LawsLinks 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.

Graduate Writing Expectations

This course assumes graduate level competency in written expression.  Employers in all industries across the nation continue to say that high quality communication is a desired but too-often absent skill.  In this course you will prepare written assignments and discussion posts.  The primary audience for all of your writing is your colleagues at the community college who may or may not know much about your topic or the ways to interpret and present quantitative and qualitative data and information.

I encourage you to spend time sharpening your message in each written assignment.  You will find several writing resources in the Class Resources; they are valuable not only for this course, but also as you continue in your graduate studies and careers.  You will also find help through the Purdue Online Writing Lab, an open source repository including the American Psychological Association’s (APA) guidelines for academic writing as used by this course and in your dissertation journey: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

Course Modifications

This syllabus is a guide, and every attempt will be made to provide an accurate overview of the course. However, circumstances and events may make it necessary for me to modify the syllabus during the semester and may depend, in part, on the progress, needs, and experiences of the students. Changes to the syllabus will be made only with advance notice.

Academic Honesty

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/honorLinks 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 CenterLinks to an external site. at accesscenter@k-state.edu, 785-532-6441; for the K-State Polytechnic campus in Salina, contact the Academic and Student Services at polytechnicadvicing@k-state.edu, 785-826-2674.

Expectations for Classroom Conduct

All student activities in the University, including this course, are governed by the Student Judicial Conduct CodeLinks to an external site. as outlined in the Student Governing Association By LawsLinks 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.

Ed.D. in Community College Leadership

Vision

Preparing educators to be knowledgeable, ethical, caring decision makers for a diverse and changing world.

Mission

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.

Conceptual Framework

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:

1. The Learner and Learning
2. Content Knowledge
3. Instructional Practice
4. Professional Responsibility

The Conceptual Framework also includes the following dispositions:

1. Values Learning and Professional Development: Dedicated to acquiring and applying new ideas about content, pedagogy, and students.
2. Commits to Professional, Ethical, and Legal Conduct: Committed to obeying the law and abiding by institutional, state, and national professional and ethical standards.
3. Values Positive, Caring, and Respectful Relationships: Committed to interacting with students, colleagues, and community members with care, compassion, and respect.
4. Embraces Diversity, Equity, and Fairness: Recognizes and values human differences and is committed to meet the educational needs of all students.
5. 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)

EDACE 863 – 864 Zoom Information

EDACE 863 & 864 Zoom information.pdf Download EDACE 863 & 864 Zoom information.pdf

EDACE 863 & 864

Zoom Information

Trudy Bers

Class Zoom meetings – Thursday evenings 6-9 pm Central Time.

Trudy Bers is inviting you to a scheduled Zoom meeting.

Topic: EDACE 863 & 864

Time: Mar 9, 2023 05:30 PM Central Time (US and Canada)

Every week on Thu, until May 4, 2023, 9 occurrence(s)

Join Zoom Meeting

https://ksu.zoom.us/j/98025967333?pwd=OTN6NjYzSklIUXJqNDVRdm9GWUladz09Links to an external site.

Meeting ID: 980 2596 7333

Passcode: 498737

Individual and Team Zooms with Trudy Bers, March 1-April 19, 2023

Topic: EDACE 863 & 864 Individual meetings through April 19

Time: Mar 1, 2023 05:00 PM Central Time (US and Canada)

Every day, until Apr 19, 2023, 50 occurrence(s)

Join Zoom Meeting

https://ksu.zoom.us/j/96412139590?pwd=U1UwNXdtRGl4WTgwWmxCejQwaW5Hdz09Links to an external site.

Meeting ID: 964 1213 9590

Passcode: 963157

Individual and Team Zooms with Trudy Bers, April 20-May 2, 2023

Trudy Bers is inviting you to a scheduled Zoom meeting.

Topic: Individual and Team Meetings with Trudy Bers – use this information for meetings April 20-May 1, 2023

Time: Apr 20, 2023 05:00 PM Central Time (US and Canada)

Every day, until May 1, 2023, 12 occurrence(s)

Apr 20, 2023 05:00 PM

Join Zoom Meeting

https://ksu.zoom.us/j/98913054401?pwd=MitFVXZaQXFuc2llOVpTNEY4TUhtdz09Links to an external site.

Meeting ID: 989 1305 4401

Passcode: 658093

EDACE 863 & 864 Zoom information

EDACE 863 -864 Assignments

Calendar Assignments EDACE 863 864 Spring 2023 Final 2-20-2023
Whatcom CC Mini-Data Workshop-5-13-2013 — tables
STCC Math Progression Chart
Miami-Dade _MATH_Success_in_higher_math_by_grade_in_1033
Metric Fall Enrollments Final
Metric Completion 30+ credits in first year Final
Harrington Carr Extreme Makeover PPT handout 2013
Few Graph_Selection_Matrix
Data Presentation – standard information
College Brief Q and A format
Cohort 2017 Dummy Data presentation
CCSSE presentation Springfield Technical CC
Best Practice Community College CCSSE Student Service Display Example
Best Practice CC Science Course Progression example
AIR webinar presenting survey data Sep 2019
1 Data Displays Examples Fall 2019
Verbs and Competency Statements
Fogarty, Top 10 Writing and Grammar Mistakes That Even Published Authors Make (1)
Fogarty, Top 10 Writing and Grammar Mistakes That Even Published Authors Make
EDACE 863 Bers Spring 2023 Final 2-20-2023

Weiss & Bloom What Works for Community College Colleges MDRC June 2022
Voorhees, Pre-Strategic Planning Assessment Tool
Voorhees & Lee, Basics of Longitudinal Cohort Analysis
Voorhees & Cooper Opportunities and Barriers to Effective Planning in Higher Education Data Sources and Techniques
Strategic Plan Moraine Valley
Strategic Plan Mercer County College
Strategic Plan Broward County College
Rubric – Group project peer evaluation
Phillips,-Horowitz_Creating-a-Data-Informed-Community-College_Table of Contents
Pell, Indicators of Higher Education Equity in the United States — Reports and Data, 2022
Organ An Incomplete Guide to Accessible Data Visualization _ Towards Data Science (1)
Montenegro & Jankowski A-New-Decade-for-Assessment
Miller et al Increaing Community College Graduation Rates with a Proven Model
McCawley, The_Logic_Model_for_Program_Planning_and_Evaluatio
Lyddon & Bers ATD Webinar Presenting Data & Info Aug 2013 rev for KSU (1)
Making Data Meaningful Part 1 A guide to writing stories about numbers
Logic models
Logic Model Template – Word Table – Voorhees
Logic Model Template – Example Community College
Learner Profile -EDACE 863 & 864 Spring 2023
IHEP_Postsecondary_GPS_PDF (1)
IHEP_Developing-a-data-informed-campus-culture (6) (2)
IHEP_Developing-a-data-informed-campus-culture (6) (1)
ICCB Statewide Economic Impact Report
Hinton A-Practical-Guide-to-Strategic-Planning-in-Higher-Education
Gonzalez, Using Data to Increase Student Success-Focus on Diagnosis (1)
Examples of Direct and Indirect Measures of Student Learning Middle States
EDACE 863 -864 Assignments (3)
Dowd, Data Don’t Drive Course File screenshots (Voorhees)
Conerly, 3 Strategic Planning Pitfalls
Chaplot, Booth & Johnstone, Building a Culture of Inquiry (1)
CCCSE Focus Group Guide (2)
Calendar Assignments EDACE 863 864 Spring 2023 Final 2-20-2023 (4)
Bers and Phillips Data Summit DREAM 2015
A Model of Learning Objectives (revised Bloom) (1)

• Verbs and Competency Statements (1)
• Fogarty, Top 10 Writing and Grammar Mistakes That Even Published Authors Make (2)
• Arthur, S. 297 Flabby Words and Phrases

Whatcom CC Mini-Data Workshop-5-13-2013 — tables (1)
STCC Math Progression Chart (1)
Miami-Dade _MATH_Success_in_higher_math_by_grade_in_1033 (1)
Metric Fall Enrollments Final (1)
Metric Completion 30+ credits in first year Final (1)
Harrington Carr Extreme Makeover PPT handout 2013 (1)
Few Graph_Selection_Matrix (1)
Data Presentation – standard information (1)
College Brief Q and A format (1)
Cohort 2017 Dummy Data presentation (1)
CCSSE presentation Springfield Technical CC (1)
Best Practice Community College CCSSE Student Service Display Example (1)
Best Practice CC Science Course Progression example (1)
AIR webinar presenting survey data Sep 2019 (1)
1 Data Displays Examples Fall 2019 (1)

Voorhees Analyzing Curricula and Instructional Delivery Course File Raw Data (1)
Voorhees Analyzing Curricula and Instructional Delivery Course File Raw Data (1)