Community College Leadership | HRD general area | International Education
|
Learning Technologies Organization & Leadership Development Evaluation & Assessment |
| course # | course name | professor | course overview | readings | objectives/key questions |
| HRE 199 | Training and Development in Business and Industry | Kuchinke | Introduction of the field of training and development, its areas of practice, and professional roles and career paths. | Stewart and Hall, | |
| HRE 381 | Foundations and Principles of Human Resource Education | Kuchinke | Provides an overview of the field of Human Resource Education. Taking a systematic view of the field of HRE, the course addresses the current status of the field, its historical and philosophical antecedents, the role of government and the public and private sectors, and the core professional areas in HRE. The course further addresses the emerging role of international HRE and critical trends and issues in the field. | DeSimone,
R. L. & Harris, D. M.
(1998). Human resource development (2nd ed.). New York: Dryden. Gray, K. C., & Herr,
E. L.
|
Describe
the current status and historical development of the field of HRE.
Define core philosophical orientations, key concepts, and important terms in HRE. Explain the role of public government in HRE. Describe the role of public and private organizations in educating, training, and developing their employees. Identify critical HRE needs and solutions at different levels of analysis. Summarize key aspects of research and practice for four core professional areas in HRE. Compare the system and profession of HRE in the U.S. to those in other countries. Develop HRE solutions within the confines of specific trends and issues. |
| HRE
389
* |
Business Principles for Human Resource Development Professionals | Wentling | The
focus of this course is on understanding the context in which businesses
operate. The course provides an opportunity to study the basic operation
of businesses in a dynamic environment. It is designed to help students
understand how the functions of a business relate to each other as well
as the economic impact of business decisions.
The primary goal of this course is to develop an understanding of how a business works and how the training and development functions fit into the organization. |
Boone,
L.E. & Kurtz, D.L.
(1996). Contemporary Business (8th edition). Ft. Worth, TX: The Dryden Press. |
Demonstrate
an understanding of the language of business (i.e. business culture and
vocabulary).
Describe the major functions of any business (i.e. production/operation, marketing, sales, distribution, financial management, etc.). Demonstrate an awareness of major social, ethical, environmental and legal concerns confronting the business community. |
| HRE 452 | Diversity in Education and Training | Cordova
-Wentling |
The
purpose of this course is to assist educators, as well as trainers and
managers in business and industry, effectively identify and understand
diversity in school and
workplace settings. Course activities will focus on understanding the nature of diverse populations, their unique learning needs, and potential collaborative efforts between educators and workplace personnel. |
Kossek,
E. E., & Lobel, S. A.
(1996). Managing Diversity: Human Resource Strategies for Transforming the Workplace. Cambridge, MA: Blackwell Publishers Incorporated. Diversity Case Studies (Harvard Business School) |
Define
the term "diversity" as it is used in school and business/industry
settings.
Identify key types of diverse populations in school and business settings. Identify key diversity-related resources within schools and the community. Recognize their own biases, hesitancies, and sensitivities toward the differences within members of the diverse workforce. Explain strategies used to identify and assess the learning needs of diverse populations. Describe strategies used to better understand their traits, raise awareness, and enhance the formulation of effective policies that will support joint school/business efforts to create appropriate job placement and career development opportunities for youth and adults to become members of the diverse workforce. |
| HRE 453 | Introduction
to Disciplined Inquiry in Human Resource Education
|
Johnson
|
This
course is designed to provide an introduction to the research process.
Emphasis will be placed on two main areas: (1) helping students become
good consumers of educational research and (2) providing
instruction and guidance in planning, conducting, and reporting research. This course will involve readings, discussion, and exercises that are designed to provide students with the knowledge and skills that will help them identify and explore research issues and needs related to education and training. |
Gall,
M. D., Borg, W. R., & Gall, J. P.
(1996). Educational research: An introduction (6th ed.). New York: Longman. American Psychological Association. (1994). Publication manual of the American Psychological Association (4th ed.). Hyattsville, MD: Author. (also available on various websites by searching APA publication manual. See, for example, http://www.apa.org/ journals/webref.html). Packet of readings |
Understand
major research concepts in education and training.
Define a research problem. Conduct a literature review. Understand the role of theory in educational research. Develop a research proposal. Critique educational research in a system fashion. Identify and understand the different research paradigms (or designs). |
| HRE 455 | Consulting in Human Resource Development | Ardichvili | Analysis
of the following elements of the human resource development consulting
profession: subject matter
expertise, consulting skills, marketing, organization, business management, communication, and life/work balance. |
Kelley,
R. E.
(1986). Consulting: The complete guide to a profitable career. Revised edition. New York: Scribner. Bellman, G. M.
A course packet is available at the bookstore. |
Define
consulting.
Define the elements of HRD consulting in business and industry. Describe the differences and similarities of internal and external consulting. Identify and/or evaluate an opportunity for a consulting business and develop specific recommendations for business growth and profit. Define consulting skills and subject matter expertise necessary for a successful consultant. Compare and discuss strategic positioning of leading consulting firms; identify and discuss their areas of focus, new employee hiring strategies, career paths for HRD professionals within these consulting firms. Determine how the function of marketing is used in the consulting profession. Write goals and objectives for a consulting business. Compare the advantages and disadvantages of different promotional techniques. Describe the developmental phases of a consulting business. Describe the components of a consulting proposal and write a proposal. Describe basic business principles and their application in consulting practice: accounting, budgeting, setting fees, invoicing, contracting, taxation, logistics and inventory, office organization, legal issues. Compare the advantages and disadvantages of different organizational forms for a consulting business. Analyze an organization and situation to determine how to meet client needs. Describe the organizational power, ethical and political aspects of consulting. Describe major issues in balancing consultant’s life and work. |
| course # | course name | professor | course overview | readings | objectives/key questions |
| HRE 382 | Design of Learning Systems | Downey | Provides learners with theoretical foundations in the fields for instructional design and instructional technology. Using an application-oriented approach, this course provides opportunities for learners to understand, adapt, and apply instructional design techniques as they pertain to technology-oriented environments. | The
course reading package contains the majority of the required readings and
should be available from the University Bookstore.
All other readings either are on reserve in the Education Library or are available online. |
Describe
key foundational events and theories in instructional design and
instructional
technology.
Select appropriate instructional technologies for various learning tasks/environments. Apply principles of instructional design to technology development. Analyze teaching methods as applied to instructional technologies. Create appropriate paper-based and online student assessment tools. Produce F2F instructional unit. Adapt F2F instructional unit to an online environment. Describe strategies for evaluating technologies in instructional environments. Justify decisions made during instructional development process--for F2F and online environments. |
| HRE
383
* |
Instructional Design for Business and Technical Settings | Aragon | This
course presents a systems approach to the design of instruction and serves
as a foundation for other courses offered in the HRE program. As a results
of this course, students will be able to more effectively design, develop,
deliver and evaluate learning experiences in a wide variety of settings.
For individuals who plan to either instruct others or are currently in
an educational position, this course is critical to their further development.
|
Rothwell,
W.J., & Kazanas, H. C.
(1998). Mastering the instructional design process: A systematic approach (2nd ed.). San Francisco: Jossey-Bass. Silberman, M.
|
Understand
instructional systems design on both theoretical and practical levels.
Evaluate various instructional design models currently used in organizations. Identify and explain the basic components of the instructional systems design process. Define and explain the primary terminology, concepts and principles in the filed of instructional design. Apply the systems approach of the design and development of an instructional program. Identify critical dimensions of instructional evaluation. |
| HRE 387 | Training Programs in Business and Industry | Leach | This course provides an overview of the Human Resource Development function in business and industrial organizations. It is designed to provide a foundation of understandings useful for more specific study in further courses. | Laird,
Dugan. Approaches to Training and Development (2nd edition). Addison-Wesley,
1985.
Readings Packet |
Define
education, training, and development and describe its relationship to the
concept of human resource development.
Describe the status of education, training, and development in the private sector. Describe the major principles of training. Describe a systematic process for planning, delivery, and evaluation of training programs conducted within business and industry. Identify and discuss major problems, trends, and issues related to training. |
| HRE 388 | Instructional Techniques for Business and Technical Settings | Johnson | This
course provides a research-based exploration of effective teaching techniques
for instructors of business, industry, and
community college technical programs. Equips students with a conceptual framework for instruction and provides guidance and experience in the planning, implementation, and evaluation of instruction. |
(1998).
Active training: A handbook of techniques, designs, case examples, and tips. San Francisco: Jossey-Bass. Johnson, S. D., Harmon, C.
M., & Evans, J. A. (1991).
1 packet of readings and assignments. Patrick, J.
|
Plan,
implement, and manage effective instruction.
Develop and use instructional materials. Apply research-based techniques of effective instruction. Plan and implement evaluations of learning and instruction. |
| HRE 486 | Management of Training and Development | Leach | The focus of this course is on management of education and training. The course provides an opportunity for the study of management fundamentals applied to the human resource development function in organizations. | Nadler,
L, and Wiggs,.
Managing Human Resource Development. Jossey-Bass, 1986. Additional readings will be required and will be made available to students. |
Understand
specific responsibilities of the
training manager related to planning, organizing, staffing, leading, and controlling the training function. |
| course # | course name | professor | course overview | readings | objectives/key questions |
| HRE
384
* |
Technologies for Education and Training | Downey | |||
| HRE 484 | Technology Transfer | Johnson | This
course examines the processes involved in transferring technologies from
one organization or culture to another. First, the broad concept of technology
will be examined from several viewpoints. These include the philosophy
of technology, its conceptual organization, and the technological method.
Readings and discussion will then emphasize the technological innovation
process and the diffusion of innovations within and outside organizations
and countries. Special emphasis will be placed on the change process and
its relationship to the diffusion of technology. Models that describe technology
transfer and the vehicles that facilitate technology transfer will then
be considered. Special emphasis will be placed on the means used to transfer
technologies and the social, cultural, and technological problems that
often result. The course will conclude with the identification of strategies
that can be used to facilitate successful technology transfer. Students
will complete extensive
readings on these topics, participate in discussions, and examine case studies related to technology transfer. |
Rogers,
E. M.
(1995). Diffusion of innovations. New York: The Free Press. Packet of readings. |
Define
technology
and technological activity.
Describe the diffusion of innovations and the change process. Describe various theoretical models of technology transfer. Describe various means of facilitating technology transfer. Identify and analyze instances of technology transfer. Critically analyze factors that contribute to successful technology transfer. Identify the impacts of technology transfer on society, culture, work, and education. Identify strategies that facilitate successful technology transfer. Locate technology transfer related organizations and information on the World-Wide-Web. |
| course # | course name | professor | course overview | readings | objectives/key questions |
| HRE
390
* |
Project Management in Education and Training | Aragon | |||
| HRE 454 | Strategic Planning for Human Resource | Cordova-
Wentling |
The
purpose of this course is to assist the course participants to develop
an understanding of the Strategic Human Resource Development (SHRD) field;
its planning, development, problems, issues, potential contributions and
limitations; its research and knowledge base; its purposes, strategies
and needs; analysis of
concepts, principles and programs involved in planning nonemployee development, employee development, education and training and evaluation processes of HRD practices. |
Gilley,
J. W. and Maycunich, A.
(1998). Strategically Integrated HRD: Partnering to Maximize Organizational Performance. Reading, MA: Addison-Wesley. Campus Publishing Services. HRE 454-Strategic Planning for Human Resource Development Case Studies. |
Identify
and describe the purpose, scope, importance and significance of HRD/SHRD.
Identify, select and use appropriate methods and techniques for assessing instructional needs in HRD planning efforts. Describe the concepts, principles and practices used in choosing and implementing HRD/SHRD strategies and policies in the organization. Identify, select and use appropriate planning/designing and organizing methods for employee development, education and training efforts. Identify, select and use appropriate methods to evaluate planning HRD efforts. |
| HRE 483 | Organizational Development for Human Resource Educators | Kuchinke | This
course
will introduce students to the history, philosophies, theories, techniques, and applications of OD. Alternating between OD case studies and OD theory, students will be exposed to the dominant models of OD application and major streams of research in the field. The course is organized around the Action Research model with its seven stages of start-up, entry, assessment and feedback, action planning, intervention, evaluation, and separation/adoption. |
Cummings,
T.G., & Worley, C.G.
(1997). Organization development and change (6th ed.). Cinncinnati, OH: South-Western College Publishing. |
Understand
the philosophical, historical, theoretical, political, and practical underpinnings
of Organization Development as a core area of practice within Human Resource
Development.
Gain knowledge and skills to apply the Action Research model and other OD approaches, methodologies, tools, and techniques in organizations and institutions. Review, synthesize, and critique major streams of research related to OD with the goal of becoming informed consumers of research. Reflect critically upon various philosophies, theories, and methodologies, and develop a personal perspective about the relevance, appropriateness, and potential of OD theory and practice in contemporary organizations and institutions. |
| HRE 487 | Quality and Process Improvement in Human Resource Education | Kuchinke | This
course examines quality and process improvement philosophies, theories,
and strategies as they apply to the practice of professionals in human
resource education. Based on a critical analysis of the historical antecedents,
theoretical foundations, and empirical research results of Total Quality
Management (TQM) and Continuous Process Improvement (CPI), students
will be able to apply improvement strategies to typical problems in the
field and
evaluate the merits and limitations of various approaches in public and private settings. |
Swift,
J.A., Ross, J. E., & Omachonu, V. K. (1998).
Principles of total quality, 2nd ed. Boca Raton, FL: St. Lucie Press. |
Explain
the philosophical, historical, theoretical, political, and practical underpinnings
of quality improvement and process improvement approaches
as applied in various organizational settings (e.g. schools, colleges,
business and industry training organizations).
Apply continuous process improvement approaches, methodologies, tools, and techniques to selected administrative processes and programs. Reflect critically upon various philosophies, theories, and methodologies, and develop a personal perspective about the relevance, appropriateness, and potential of quality and process improvement within the HRE context. |
| course # | course name | professor | course overview | readings | objectives/key questions |
| HRE
450
* |
Evaluation of Education and Training Programs | Aragon |
| course # | course name | professor | course overview | readings | objectives/key questions |
| HRE 457 | International Human Resource Development | Ardichvili | This
course is designed to provide insights into international human resource
development at both macro and micro levels. The course readings represent
various regions of the world. Case studies and examples from countries
in Europe, Asia, and Africa are discussed to illustrate the impact of economic,
social and cultural influences on HRD policies, programs, and practices.
The course covers: models, frameworks and definitions related to International
HRD; influencing environmental
factors; cross-cultural issues in international HRD; design and delivery of international HRD programs; HRD practices and programs in different regions of the world; HRD on macro (national) level; expatriate training and training in Multinational corporations (MNCs). |
Landis,
D., & Bhagat, R.S. (Eds.).
(1996). Handbook of Intercultural Training. (2nd ed.). Thousand Oaks, CA: Sage Publications. Course packet. Two sets are available at the HRE office (345 Education). |
Analyze
current issues and trends in international human resource development
(IHRD).
Identify the constraints in current approaches to IHRD. Describe major influences on IHRD practice: cultural differences, political, social, and institutional legacy, levels of economic development, specificity of national educational systems, and globalization trends. Define and give illustrations of the use of various cross-cultural communication, training and Organization Development models in international business settings. Discuss variability of cultural expectations across nations, and identify ways in which cultural expectations are violated in international business and HRD practices; describe some of the difficulties encountered in cross-cultural business communications. Compare HRD programs as conducted in the United States with those conducted in foreign countries. Identify and discuss major ethical issues in international training and OD. Discuss the issues of expatriate training and re-entry adjustments. Describe the opportunities and barriers facing women in international assignments. Explain the role of Non-Governmental Organizations (NGOs) and international development agencies in international HRD; discuss and critique examples of HRD programs run by these organizations. |
| course # | course name | professor | course overview | readings | objectives/key questions |
| HRE 442 | The Community College | Bragg | The
course requires students to critically analyze community
colleges as institutions of higher education, and consider their strengths and weaknesses within the broader context of the nation’s P-16 educational system. Ultimately, the course prepares students who aspire to community college employment or advancement in community college positions to understand, assess, and contribute to the betterment of community college education, both today and in the future. |
Cohen,
A. M., & Brawer, F. B.
(1996). The American community college. 3rd ed. San Francisco: Jossey-Bass, Inc. Dougherty, K. J.
Phillippe, K. A. (forthcoming).
American Psychological Association.
|
Trace
the evolution of America's community colleges and describe key themes influencing
their mission, goals and programs.
Describe the general status of community college education today in terms of policy, organization, personnel, and curriculum and instruction, especially pertaining to the Illinois community college system. Describe the key constituency groups affiliated with community college education such as students, faculty, administration, boards of trustees, policy makers (at all levels), taxpayers, employers, universities, and discuss the complex relationships these groups have with the institutions. Identify trends and issues that influence community college education, and assess their impact on current and future practices, particularly in Illinois. Identify the major critics of the community college, describe the arguments made by these persons, and develop a personal philosophy regarding such perspectives. Explore innovations in community college education via the literature and field research, and present a synthesis of such understandings in oral and written form. |
| HRE
456
E25 |
The Community College Student | Laanan | This
course provides an opportunity for graduate students to become familiar
with the theoretical and conceptual frameworks
of student development in community colleges. Within the context of the complex and comprehensive nature of the functions of community colleges, graduate students will examine curricula in place that serves a diverse student population with different educational objectives. Finally, this course will provide students experience in the evaluation and criticisms of research and other scholarly writings that focus on students in community colleges. Students will also consider the implications of the literature for policy and practice in higher education at the unit, institutional, and system levels. |
Cohen,
A. M., & Brawer, F. B.
(1996). The American Community College. Third Edition. San Francisco: Jossey-Bass. Dougherty, K. J.
Evans, N. J., Forney, D.
S., & Guido-DiBrito, F.
McMillan, J. H., & Schumacher,
S.
Shaw, K. M., Valadez, J.
R., & Rhoads, R. A.
|
Describe
the role of community colleges in the context of American higher education,
its mission, function and purpose.
Describe the profile of students in community colleges, including demographic characteristics and enrollment trends; college access and destination; and how college affects students. Understand the impact of the community college environment in terms of students' educational and/or career objectives by examining past and contemporary research. Organize the different strands of research on community college students by employing a working model currently being developed by the instructor and other scholars. Identify and describe existing theoretical and conceptual frameworks employed to study traditional college students and examine how these frameworks are consistent or inconsistent in understanding students in community colleges. Critique educational research focusing on community college students that utilizes both quantitative and qualitative research methods. Conduct an extensive literature review using a variety of resources on issues, topics, or questions pertaining to community college students. Understand the role of student services in community colleges and the extent to which they impact student learning, student development, and students’ educational/career objectives. |
| HRE 471 | Policy and Program Development in Community Colleges | Bragg | Overall,
this course provides students with a thorough understanding of how public
policies are established and implemented in the
community college environment. In the first part of the course, students gain an understanding of how public policies influence community college education, including the complex and dynamic relationships between federal, state and local governments. In the second part of the course, students learn strategies for successful program development, including grant writing, program planning, implementation and evaluation. The final part of the course addresses the role of local leaders in setting and implementing public policies, and ensuring these policies yield successful outcomes. |
Peters,
B. G.
(1996). American public policy: Promise and performance. 4th ed. Chatham, NJ: Chatham House Publishers, Inc. Boone, E. J.
Gleazer, E. J.
Phillippe, K. A.
American Psychological Association.
(1994).
|
Explain
how public policy is established, legitimized and implemented. Identify
how key forces, processes and
conditions influence policy implementation in community colleges. Describe key constituency groups affiliated with community colleges such as students, faculty, administration, boards of trustees, state and federal policy makers, taxpayers, employers, and university personnel, and discuss how these groups influence community college policy and program development. Describe various theories of policy implementation applied to educational organizations and explain how these theories could apply to community colleges. Explain the roles the various levels of government (federal, state, and local) play in administration and funding of community college education. Explain the community-based programming model and give examples of how this model can be applied to community colleges, including environmental scanning, coalition building, action planning, and evaluation and accountability. Describe the role community college leaders play in public policy making and implementation, and in the development of successful community-based programs at the local level. As a member of a small group, write a grant for a community college program that exemplifies key aspects of successful policy implementation and community-based programming. |