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662 EDHI Research on Ethnic Minorities and Demographic Trends in Higher Education Spring 2008 Tuesday 4:15pm 7:00 pm 0202 Benjamin Building Sharon Fries Britt, Associate Professor Education Leadership, Higher Education and International Education 2203 Benjamin Building 301/405 0186 office 301/405 3753 fax sfries@umd.edu. Office Hours: By Appointment Course Introduction and Objectives Higher education has changed dramatically in the past 40 years and has expanded into what Levine describes as a mature industry . Changes such as technology, economic shifts, demographic trends, curriculum reform, international influences and recently homeland security have all had an impact on higher education. One of the most significant areas of transformation has been the changing demographics of college students, faculty and staff. The increase and presence of diverse students, faculty, and staff in higher education has created challenges in how institutions educate a new majority and establish equitable policy and programs designed to meet the needs of a diverse community. Gaps in educational and professional attainments among people of color and women endure as one of its greatest challenges. Many of the issues of inequality are prevalent in several group experiences. Other issues seem to be more particularly relevant to the experience of specific groups. This course identifies common and distinctive issues that affect the experience of these groups in the system of higher education in this country. Specifically, the objectives of this course are to: 1. Provide a comparative view of issues that affect historically underrepresented groups in higher education. 2. Familiarize students with many of the unique experiences and problems facing members of historically underrepresented groups. 3. Probe the issues underlying many of the controversies in the research literature on women and minorities. 4. Understand the issues and challenges involved in efforts to transform institutions of higher education to make them more responsive to the educational experience of these groups. 6. Examine and understand the relationship between theory and research and the practice of education in informing, understanding, and affecting these issues. Required Readings Cook, J. Bryan and C rdova, I Diana (2006). Minorities in Higher Education Twenty Second Annual Status Report, American Council on Education. Seidman, A. (2007). Minority Student Retention. Baywood Publishing Company. Hurtado, S., Milem, J., Clayton Pedersen, A., & Allen, W. (1999). Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education. (ASHE ERIC Higher Education Report Volume 26, No. 8). Washington, D.C.: The George Washington University, Graduate School of Education and Human Development. Turner, C.S., antonio, a.l., Garcia, M., Laden, B.V., Nora, A., & Presley, C. (Eds.). (2002). Racial and ethnic diversity in higher education (2nd edition). ASHE Reader Series. Boston, MA: Pearson Custom Publishing. Methods of Instruction and Course Expectations The course will employ a variety of approaches to instruction and relies heavily on student participation and discussion. Course requirements include written and oral assignments that involve group and individual work and class presentations. You will be evaluated on the following items: 1. Class participation You are expected to be actively involved in the class. You are expected to participate in and lead class discussions in a manner that demonstrates thoughtful reflection and understanding of the subject matter as well as respect for your colleagues in the class. 2. Readings You are expected to complete the readings that are assigned for each session of the class prior to attending that class session. Each class session, different students will be given responsibility for leading class discussions on the readings that have been done for class that week. 3. Article Critique During weeks 4, 5 and 7, you will choose a referred journal article that describes a study that relates to the issues/topics/material that we are covering in our course and you will write a critique of that article. The critique should include a brief summary of the article. When you turn in your critique, please attach a copy of the article. The critique (2 3 pages) should the answer following questions: Is the article well grounded in existing theory? Why or why not? Was the theoretical perspective chosen appropriate? Why or why not? What other theoretical perspectives may have been appropriate? Why? Are the choices regarding research design and analysis appropriate given the chosen theoretical perspective? Why or why not? How does this article advance our understanding of education from an organizational perspective? What are the strengths and weaknesses of the article? How can the information in the article be used to improve educational policy and practice (be specific)? What more would you still like to know about this topic? 4. Final Research Paper Over the course of the semester, you will pick a topic that relates to course content and to your own research interests about which you will write a comprehensive research paper. As just one example, if you have an interest in the role of faculty in the retention of minority students, you might do a synthesis of theory and research regarding the impact of faculty on diverse students. Your final research-based paper should summarize theoretical/conceptual literature and empirical findings relevant to the topic you have chosen. This paper (not to exceed 20 pages) is due on May 6, 2008. Grading Participation in Class (15% of grade) Critiques (30% of grade) Research Paper (45% of Grade) Paper Presentation (10% of Grade) Each student will present his/her research at the end of the semester. The time allotment for presentations will depend on class size. More details will be provided later in the semester about the time and format. A Strong Recommendation Work with a partner or small group of peers in the class to read and critique each other s written assignments. It has been my experience that multiple drafts and revisions of written work are always necessary. As part of this process, I find that thoughtful critiques from my peers provide me with insight and information that is extremely helpful to me as I seek to improve my manuscripts. I will do whatever I can to facilitate this process if you ask. Academic Integrity Your work should be characterized by academic integrity and honesty. All students are expected to abide by the code of academic integrity throughout this course. Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and will be reported to the Student Honor Council. The full text of the code is available on the web at http://www.jpo.umd.edu/. If you have any questions regarding the university s policy on academic integrity, please talk to me. Academic Accommodations for Students with Disabilities If you have a documented disability that is relevant to the work that you will do in this course, please contact me as soon as possible so that appropriate accommodations can be made. Religious Beliefs and Practices Students will not be penalized because of observances of their religious beliefs. Whenever possible, students will be given reasonable time to make up any academic assignment that is missed due to participation in a religious observance. It is the student s responsibility to inform the instructor as soon as possible of any intended absences for religious observances. Course Topics Class Date 1 2 01/29/08 Topic Introduction & Overview Syllabus Readings 02/05/08 Demographic Trends Shaping Higher Education 02/12/08 The Historical Context Cook and C rdova (2006) 3 4 02/19/08 Faculty Issues Research critique #1 5 02/26/08 Curriculum/Teaching Research critique #2 6 03/04/08 Research and Scholarship ASHE Reader Chapters1 9 Discussants: ASHE Reader Chapters 10 16 Discussants: ASHE Reader Chapters 30 36 Discussants: ASHE Reader Chapters 37 41 Discussants: ASHE Reader Chapters 17 25 Discussants: 7 03/11/08 Research on Students Research critique #3 8 9 10 03/18/08 No Class Spring Break 03/25/08 AERA 04/01/08 Policy Issues ASHE Reader Chapters 42 51 Discussants: Pages 1 146 (includes 7 articles) Discussants: Pages 149 301 (includes 7 articles) Discussants: 11 12 04/8/08 04/15/08 Minority Student Retention Minority Student Retention 13 04/22/08 Enacting Diverse Learning Environments 04/29/08 Connecting Theory to Practice Class presentations Environments pgs. 1 100 Discussants: 14 15 05/06/08 Class presentations & evaluation Final Paper Due 05/13/08 Class Celebration to be discussed 16

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