PPA 280: Higher Education Policy
Fall 2005

Public Policy and Administration
California State University, Sacramento

Professor Miguel Ceja
3029 Tahoe Hall
cejam@csus.edu
(916) 278-5591

Office Hours:
Wednesday 4:00-6:00pm & by appointment

Class meeting time and place:
Thursday, 6:00-8:50 p.m., Mendocino 1030

COURSE DESCRIPTION

This seminar explores key topics in higher education public policy at the federal and state levels in their historical and contemporary contexts. It emphasizes topics that are relevant to California, including governance, access, equity, finance, higher education and state economic development, student preparation, K-16 planning and articulation, accountability, diversity, and pedagogy. Addresses current issues in state policy and will involve analysis of current policy issues and proposals.

Learning objectives for the course can be divided into content and skill areas.

Students are expected to complete the course with and understanding of:

  1. The evolution of federal higher education policy and the public and private purposes and benefits of higher education;
  2. The respective roles of federal and state government in policy making for higher education;
  3. Key differences among states in values and practices that are reflected in higher education policy;
  4. The role of federal and state government in financing higher education;
  5. Key issues of equity and social justice that play out in policy making for higher education;
  6. How economic, political, and organizational aspects of higher education influence policy and are influenced by policy;
  7. The structure and functioning of higher education in California and the various roles played by systems, campuses, coordinating boards, lobbying organizations, legislative bodies, executive agencies, and others who constitute the higher education “policy community” in California;
  8. Key contemporary public policy issues in >California higher education and in a comparative US context.

    In addition, students will be expected to develop skills in order to:
  9. Communicate effectively in writing and orally in a public policy environment;
  10. Analyze higher education policy issues using a multi-disciplinary perspective; and
  11. Identify and analyze current and proposed legislation affecting higher education.
COURSE FORMAT

The graduate seminar is a space of open discussion, inquiry, and discovery.  The success of the seminar rests on the free and uninhibited intellectual and emotional engagement of all participants.  Effective participation and learning requires that students read class material, reflect on the readings, and come to the seminar prepared to share their ideas with classmates.  Therefore, I request that the class subscribe to three basic discussion rules that I find maximize learning in the classroom.

  1. Utmost respect for the thoughts and words of all in the room should be given at all times. 
  2. Listen and be heard. Be attentive to the voices of others and share your voice with the group.
  3. Be personal but don’t get personal.  I request that you speak from your mind and your heart, but that you speak to issues, not individuals.

In addition to class discussions, there will be presentations from guest lecturers, analytical exercises and individual student presentations.  Students will also identify a higher education policy issue to study, analyze, and report on for the final class project.

ASSIGNMENTS AND GRADING

Required readings

There are five components to students’ grades:

Late Assignments and Missed Classes

Late assignments will not be accepted.  At my discretion a student who misses a deadline may be given an extension.  Whether or not a penalty will be assessed on the late assignment depends on the reason.

If you miss class:

A student with one or more unexcused absence from class will be penalized one full class participation grade.  A student who misses more than three classes for any reason should drop the class.

Classroom Participation

Classroom participation includes weekly class discussion, prepared questions or comments, and student-led discussions.  We will divide up responsibilities for leading discussion each week.  This is your opportunity to influence the pedagogy of the class, to contribute to the learning environment beyond what I might dictate.  Therefore, there are no guidelines for discussion-leading.  Be creative.

If you miss class:

*Please tell me in advance, if possible.
*To demonstrate that you have engaged the material for a particular class, in addition to your weekly written assignments:

*The reaction and the analytical essay are due the day of the class you are scheduled to miss.  These can be submitted electronically or placed in my box.  If you miss a class unexpectedly, a different due date can be negotiated.

Missing more than two class sessions will lower your overall grade for the class.

Weekly written reactions to readings

Come to class with a typewritten reaction focused on any or all of the readings for that session.  The reaction can include comments, observations, and questions that strike you as you read the material for the day.  The reactions can be informally written (I'm not looking for highly structured essays here), and should be used by you to facilitate further discussion on the topic or readings of the week.  They will be collected at the end of the class period.

Take-home essay exam

Take-home exam will be completed following part two of the class and will cover content from part one and two.  Students will choose from five questions and are expected to respond to two questions (3-5 typewritten pages each). 

Final paper and presentation

Final papers (12-15 pages, dbl-spaced max) are due finals week.  Additionally, final papers will be presented to the class (conference style) in power-point format, and orally peer-reviewed by the class during the last two weeks of the semester.  Paper topics and formats are open but should be approved by week 4.  A one-page prospectus for final papers is due on week 5, but can be turned in earlier for approval.  I also encourage you to discuss your paper topic with me prior to week 4.

Outline of Topics and Assignments

Part I: Historical and Contemporary Context of Higher Education Policy
Part II: Key Public Policy Issues: Values, Conflicts, and Tradeoffs
Part III: California Higher Education Today- practical applications

Weekly Assignments and Readings

PAPER PROPOSAL DUE
(one page proposal explaining the higher education policy issue you plan to research)

TAKE-HOME EXAM WILL BE PASSED OUT.  DUE NOVEMBER 3rd

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