Curriculum
Section I.

Introduction/We Are Weber -- The purpose of the introduction is to lay the foundation for the WSU Higher Education Academy (HEA) and to provide background information regarding the larger community. Expectations will be shared by both the Academy and participants. Since no university exists in a vacuum, particularly if it is publicly funded, the larger community will also be addressed. Graduates, donors, employers, and taxpayers all have connections to and expectations of the institution. Alumni and development functions of the institution will be explored, as well as the way the university’s image is created and maintained through branding, official communication, and activities such as cultural and athletic events.

Learning Objectives:

  • Identify the objectives of the WSU Higher Education Academy

  • Acknowledge course expectations of others in class

  • Identify those features of the institution that are most obvious to the general public and where they fit in the organization’s structure

  • Understand what a "brand" is and how it is developed and maintained

  • Appreciate the importance of presenting a consistent university image

  • Understand the institution’s culture of philanthropy

    • Time:  3 hours; Presenters: Ms. Vicki Gorrell, Ms. Sandy Sowerby, Mr. Chad Gerrety

    Section II.

    What We Do and Why We Do It – The purpose of this unit of material is to give participants a grounding in higher education as an endeavor with its own unique values and traditions. An overview of the history and philosophy of higher education will outline the traditions that shape practice and, coupled with an exploration of the basic concepts of student development and governance, provide an understanding of the role higher education plays in American society.

    1. History and Philosophy

    Description: Through special emphasis on developments in the United States (U.S.), this historical overview will lead to understanding the origins of higher education, sources of participatory governance, various steps toward democratization of access (Morrill act, community college movement, GI Bill, etc.), and changing values placed on higher education at different points in time. Varying purposes of higher education (including research), pressures to value liberal education vs. career or professional training, and origins of alternate delivery formats are among points to be explored.

    Learning Objectives:

    • Understand the medieval and continental origins of higher education
    • Recognize the key points in the evolution of American higher education
    • Be able to identify the aims of liberal education vs. professional training
    • Realize that alternate delivery methods have long been critical components
    • Articulate an individual philosophy of higher education

    Time: 3 hours; Instructor: Dr. Jack Newell

    2.  The Educated Person

    Learning Objectives:

  • Identify the characteristics of an educated person
  • Understand the contributions of various courses (general education, major, minor, electives) in creating educated people
  • Understand the contributions of out-of-class experiences (such as service learning, volunteer experiences, travel, student activities) in creating educated people
  • Identify which parts of university mission apply to participant’s work role
  • Identify the role of all university employees in producing educated people
    •

    Time: 3 hours; Instructor: Dr. June Phillips

    3.  Student Development

    Description:  Students arrive at the university at various levels in their individual development. It is imperative that university leaders have an awareness of the developmental process in order to provide the support and opportunities necessary to prepare students to become responsible citizens able to function with integrity in a changing global society. This course provides a background in both student development and the functions of a student affairs organization.

    Learning Objectives

    • A broad overview of developmental theory and how this applies to students at a university
    • An explanation of how comprehensive services provide a foundation for a holistic educational experience

    Time: 3 hours; Instructor: Dr. Toni Weight

    4.  Governance of the Utah Higher Education System

    Description: Participants will learn the complexities of how higher education is governed through case studies of actual events, readings and discussions.

    Learning Objectives:
    • Participants will learn the major governance models for higher education nationally, including the historical development of these models.
    • Participants will understand the various models of governance of both the Utah public higher education system as well as the individual institutions within that system. These will be contrasted with the governance models used by the major private universities in the state.
    • Participants will be able to articulate the advantages and disadvantages of these governance models and to predict how a variety of practical issues would be handled differently under these various governance models.

    Time: 3 hours; Instructor: Dr. Jeff Livingston

    Section III.

    Getting the Job Done – The purpose of this second unit of material is to give participants a practical understanding of getting the job done in higher education. The processes and issues of financial management, computing, and assessment will be addressed.

    1.  Financial Management

    Description: Provides a practical examination of issues in higher education financial management with an emphasis on budgeting, financial planning, and financial management. Provides overview of revenue sources: federal and state allocation, tuition, fees, donations (fund raising), and grants. Examination of key economic and financial issues facing institutions of higher education as they respond to changing needs of a global, information-based society.

    Learning Objectives:

    • Identify higher education revenue sources and describe each source
    • List several financial management issues facing higher education
    • List several economic issues facing higher education

    Time: 3 hours; Instructor: Dr. Norm Tarbox

    2. Information Technology

    Description: This session will provide an overview of the major information technology (IT) issues facing higher education as identified by leaders in a national survey. Attendees will have a chance to explore the relevant history, challenges and opportunities across a wide spectrum of technology and management issues that impact IT and its application in teaching&learning, administration and general operations.

    Learning Objectives:
    • Explain why IT is driving change across all aspects of our missions
    • List factors contributing to the complexity of managing IT in our institutions
    • Demonstrate basic fluency with the major IT issues facing higher education
    • Describe how these general issues play out in the attendee's own workplace
    • Access more information about best practices in addressing the issues

    Time: 3 hours; Instructor: Mr. Bob King and Ms. Gail Niklason

    3. Getting the Job Done in the Academic Areas

    Description: This course overviews the higher education accreditation process, including the measurement and evaluation of institution-wide outcomes. Participants will examine the purposes of and methods for collecting data. Knowledge and skills will be applied by identifying institutional values and developing outcomes and indicators/measures for institution-wide goals. The course will increase participants’ knowledge of and skills with accountability.

    Learning Objectives:

  • List reasons why assessment is important
  • Identify characteristics of a good assessment program
  • Define terms associated with accreditation and assessment
  • Discuss important aspects of accreditation standards for institutional effectiveness
  • Describe the relationship between institutional mission, values, goals and outcomes
  • Identify WSU institutional values
  • Create institution-wide outcomes consistent with broad goal areas
  • Identify various assessment indicators/measures for each outcome
    •

    Time: 3 hours; Instructor: Dr. Michael Vaughan

    Section IV.

    Leading Change in Higher Education – The purpose of this final unit of material is to give participants more skills and abilities that will enable them to become better leaders in higher education. Topics covered will include the principles of leadership, driving influences for change, problem solving, fostering an innovative culture, facilitating team building, dealing with ethical issues, and networking and mentoring.

    1. Leading Change in Higher Education

    Description: Higher education has been affected by enormous change forces. This course explores the driving influences for change in higher education. Strategies for coping with, and leading change, will be the focus.

    Learning Objectives:
  • Discuss approaches to leading change in university environment
  • List change forces in higher education
  • List strategies for leading change
    •

    Time: 3 hours; Instructor: President Ann Millner

    2. Ethics

    Description: An interactive discussion of ethical issues faced in higher education. Moral reasoning, concepts, and principles will be covered as they apply to educators, students, and staff. Follow higher education case studies to explore this topic.

    Learning Objectives:

    • Identify stages of moral reasoning and their impact on ethical decision making
    • Discuss ethical issues faced in education

    Time: 3 hours; Instructor: Mr. Barry Gomberg

    3.  Personal/Professional Development (e.g., public speaking, presentation skills, career development, networking, mentoring)

    Description: Networking and mentoring are valuable tools for the higher education employee. Learn how to identify an effective mentor and about career stages. Discover how to use these tools and other resources as you pursue your personal career development.

    Proposed Learning Objectives:
    • List the four career stages
    • Understand the difference between role modeling and mentoring
    • Identify ways to find a mentor
    • Identify resources for further professional/personal development
    • Create a personal development plan

    Time: 3 hours; Instructor: Ms.Cherrie Nelson