Submission Guidelines Are Posted to the GCC Web Site s4

Submission guidelines are posted to the GCC Web site: http://www.ecu.edu/cs-acad/gcc/index.cfm

1. Course prefix and number: 2. Date:

3. Requested action:

X New Course Revision of Active Course Revision & Unbanking of a Banked Course Renumbering of an Existing Course from from # to # X Required Elective

4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected future delivery methods within the next three years):

Current or Expected Proposed Delivery Future Delivery Method(s): Method(s): X On-campus (face to face) X Distance Course (face to face off campus) Online (delivery of 50% or more of the instruction is offered X online)

5. Justification. Identify the committee or group (e.g., Graduate faculty of the Department of English) that conducted the assessment of curriculum and student learning. Explain why the unit wishes to offer or revise the course. Include specific results from the unit assessment that led to the development or modification of the course. If applicable, cite any accrediting agency/ies and reference the specific standard/s. This proposal is requested by the faculty of the Department of Higher, Adult, and Counselor Education. Courses in higher education finance rank high among courses most frequently offered in higher education graduate programs (Bray, 2007; Dressel & Mayhew, 1974; Crosson & Nelson, 1986; Nelson, 1991). The need for this course stems from the value of having collegiate leaders who are good financial stewards, both in times of financial stability and fiscal exigency. The Council for the Advancement of Higher Education considers the finance of higher education a core course in higher education curricula. Core competencies identified include: knowledge of budgeting processes specific to higher education, financial management models, understanding of varied revenue streams and resource allocation; effective strategies for anticipating revenue needs; ability to generate new sources of income and implementing cost- reduction measures.

Resources

Bray, N. J. (2007). Core curricula for American higher education programs (pp. 111-121). In D. Wright & M. T. Miller (Eds.), Training higher education policy makers and leaders: A graduate program perspective. Charlotte, NC: Information Age Publishing. Crosson, P. H. & Nelson, G. M. (1986). A profile of higher education doctoral programs. Review of Higher Education, 9, 335-357. Dressel, P. L. & Mayhew, L. B. (1974). Higher education as a field of study: The emergence of a profession. San Francisco: Jossey-Bass. Nelson, G. M. (1991). Higher education doctoral programs: A demographic portrait. In J. D. Fife & L. F. Goodchild (Eds.), Administration as a profession. New Directions for Higher Education, no. 76, (19, 4, pp. 5-14). Wright, D. (2007). Progress in the development of higher education as a field of study (pp.19-34). In D. Wright & M. T. Miller (Eds.), Training higher education policy makers and leaders: A graduate program perspective. Charlotte, NC: Information Age Publishing.

6. Course description exactly as it should appear in the next catalog: 8080. Finance in Higher Education (3) P: Admission to EdD in educational leadership or permission of program coordinator Revenue sources, budgetary processes, stakeholder interests, and higher education policies (federal and state) impacting the fiscal overview and management by academic leaders.

7. If this is a course revision, briefly describe the requested change:

8. Course credit: Lecture Hours Weekly OR Per Term Credit Hours 3 s.h. Lab Weekly OR Per Term Credit Hours s.h. Studio Weekly OR Per Term Credit Hours s.h. Practicum Weekly OR Per Term Credit Hours s.h. Internship Weekly OR Per Term Credit Hours s.h. Other (e.g., independent study) Please explain. s.h. Total Credit Hours s.h.

20 9. Anticipated annual student enrollment:

10. Changes in degree hours of your programs: Degree(s)/Program(s) Changes in Degree Hours Educational Leadership, Higher n/a Education Concentration

11. Affected degrees or academic programs, other than your programs: Degree(s)/Program(s) Changes in Degree Hours None

12. Overlapping or duplication with affected units or programs: X Not applicable Documentation of notification to the affected academic degree programs is attached.

13. Council for Teacher Education (CTE) approval (for courses affecting teacher education): X Not applicable Applicable and CTE has given their approval.

14. University Service-Learning Committee (USLC) approval: X Not applicable Applicable and USLC has given their approval.

15. Statements of support: a. Staff X Current staff is adequate Additional staff is needed (describe needs in the box below):

b. Facilities X Current facilities are adequate Additional facilities are needed (describe needs in the box below):

c. Library X Initial library resources are adequate Initial resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition of required initial resources):

d. Unit computer resources X Unit computer resources are adequate Additional unit computer resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition):

e. ITCS resources X ITCS resources are not needed The following ITCS resources are needed (put a check beside each need): Mainframe computer system Statistical services Network connections Computer lab for students Software Approval from the Director of ITCS attached

16. Course information (see: Graduate Curriculum and Program Development Manual for instructions): a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and city/state/country. Include ISBN (when applicable). Major Texts

Weisbrod, B. A., Ballou, J. P., & Asch, E. D. (2008). Mission and money: Understanding the university. New York: Cambridge University Press ISBN-10: 0521515106

Clark, R. L. & D’Ambrosi, M. (2006) (Eds.). The new balancing act in the business of higher education. Northampton, MA: Edward Elgar Publishing, Inc. ISBN-10: 1845427319 | ISBN-13: 978-1845427313

READINGS BY TOPIC: Revenue Streams, Spending, and Accountability Dowd, A. C., & Grant, J. L. (2006). Equity and efficiency of community college appropriations: The role of local financing. Review of Higher Education, 29 (2), 167-196. Lowry, R. C. (2003). Effects of state postsecondary education structures on public university prices and spending. New Directions for Institutional Research, 119, 41-53. Mullin, C. M., & Honeyman, D. S. (2007). The funding of community colleges: A typology of state funding formulas. Community College Review, 35(2), 113-127. Wenrich, J. W., & Reid, B. L. (2003). It’s not the race I signed up for, but it’s the race I’m in: The role of community college presidents. In M. D. Milliron, G. E. de los Santos, & B. Browning (Eds.), Successful approaches to fundraising and development (pp. 27-32). New Directions for Community Colleges, Series No. 124. San Francisco: Jossey-Bass. Budgets and Budgetary Processes Barr, M. J. (2002). The Jossey-Bass academic administrator’s guide to budgets and financial management. San Francisco: Jossey-Bass. Leadership, Academic Missions, and Stakeholders American Association of University Professors. (n.d.). Don’t blame faculty for high tuition: 2003-04 Report on the economic status of the profession. Retrieved from http://www.aaup.org/AAUP/comm/rep/Z/ecstatreport2003- 04/default.htm Baum, S. (2008). The student aid system: An overview. In H. F. Ladd, & E. B. Fiske, Handbook of research in education finance and policy. (pp. 709-723). New York: Routledge. Dellow, D. A., & Losinger, R. (2004). A management tool for reallocating college resources. Community College Journal of Research and Practice, 28(8), 677-688. Ehrenberg, R. G. (2005). The changing nature of the faculty and faculty employment practice (CHERI Working Paper #78). Retrieved from Cornell University, Cornell Higher Education Research Institute Web site: http://www.ilr.cornell.edu/CHERI/archive.html Hearn, J. G. (2008). Higher education’s new economics: The risks and rewards of emerging operational reforms. Washington, DC: American Council on Education. Kane, T. J., & Orzag, P. R. (2003). Higher education spending: The role of Medicaid and the business cycle (Policy Brief #123). Retrieved from the Brookings Institute Web site: http://www.brookings.edu/papers/2003/09useconomics_kane.aspx

b. Course objectives for the course (student – centered, behavioral focus) If this is a 5000-level course that is populated by undergraduate and graduate students, there must be differentiation in the learning objectives expected. Upon completion of this course, students will be able to: 1. Understand historic patterns of higher education funding and the external forces contributing largely to changes in revenue funding sources for academic institutions. 2. Create budgetary processes that allow institutional missions to be addressed. 3. Apply theoretical models and research data to evaluate, modify, and construct processes for the efficient use of resources. 4. Understand leadership oversight responsibilities for fiscal operations. 5. Analyze demographic data in order to anticipate revenue needs and expenditure allocations. 6. Differentiate among sources of revenue and explain the processes used to allocate funds to institutional department. 7. Analyze institutional missions as a basis for the reorganization of a campus workforce.

c. Course topic outline The list of topics should reflect the stated objectives. 1. Overview: Leadership and Fiscal Responsibility a. Financing of private and public higher education from a historical perspective b. Demographic and economic forces affecting the financial status of higher educational institutions c. Academic leaders and fundraising d. The role of political and social forces in the financing of higher education 2. Revenue Streams, Spending, and Accountability a. Federal b. State c. Local d. Philanthropic e. Governing Boards 3. Budgets and Budgetary Processes a. Types b. Allocation of Resources 4. Leadership and Its Responsibility to Academic Missions and Stakeholders’ Concerns a. Academic missions and changing student demographics b. Organization of fiscal services c. Faculty demographics, compensation, research costs, and retirement d. Structural reforms to address academic missions and stakeholders concerns.

d. List of course assignments, weighting of each assignment, and grading/evaluation system for determining a grade Evaluation of the successful fulfillment of course requirements will be on the following basis:

Reading Discussion Leader 20% Literature Review 30% Article Review 20% Interview 30%

Grading Scale 100-94% A 93-85% B 84-75% C 74-0% F