HI ED 490: Professional Seminar and Exploration of Careers in Higher Education
The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.
This course is designed as an introduction to graduate study, to professional careers, and to professionalism in higher education. There are no prerequisites for the course and the course content assumes no prior knowledge of Higher Education as a field of study or as a place of employment.
Overview | Objectives | Materials | Technical Requirements | Course Requirements and Grading | Course Schedule | Academic Integrity | Policies
Overview
Learners will be actively engaged in developing skills needed for success as a graduate student and as a professional in higher education or a related field. The goal of this course is to prepare students for success as graduate students in the study of Higher Education and for students to develop a career plan for self-direction and lifelong learning.
Course Objectives
Upon successful completion of this course, students will be able to:
- Define Higher Education as a field of study and professional practice;
- Demonstrate graduate-level academic skills in critical thinking, critical reading, research, scholarly writing, self reflection and professional communication through a variety of assignments including short essays, article critiques, the development of a learning e-portfolio with a reflective learning journal/blog;
- Demonstrate professional skills and competencies such as:
- personal and group productivity: managing projects and meetings effectively;
- acting responsibly and managing time effectively to meet assignment deadlines to become a more self-directed learner;
- reflective practice in a higher education context;
- Navigate the hiring process at institutions of higher education;
- Plan for careers, professional development and lifelong learning, including specific skills related to resume writing, interviewing and working with mentors.
Course Culture and Building Community
It is our hope that each course in our program will provide you the opportunity to have memorable learning experiencing and lasting relationships with faculty, mentors and classmates. To this end, previous Higher Education students have endorsed the following values to define the culture of the course. We will:
- Recognize and value individual diversity within our learning community;
- Respect the confidentiality of sharing by our classmates;
- Treat each other with respect and be in “harmony;”
- Be present and participate actively in the course through sharing in discussions, completing individudal and group assignments and providing helpful and constructive feedback to each other.
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
| Operating System | Windows Vista, Windows 7, Windows 8*; Mac OS X 10.5 or higher *Windows 8 support excludes the tablet only RT version |
|---|---|
| Processor | 2 GHz or higher |
| Memory | 1 GB of RAM |
| Hard Drive Space | 20 GB free disk space |
| Browser | We recommend the latest ANGEL-supported version of Firefox or
Internet Explorer. To determine if your browser fits this criterion,
and for advice on downloading a supported version,
please refer to the following ITS knowledge base article: Supported Browsers and Recommended Computers.
Note: Cookies, Java, and JavaScript must be enabled. Pop-up blockers should be configured to permit new windows from Penn State websites. Due to nonstandard handling of CSS, JavaScript and caching, older versions of Internet Explorer (such as IE 6 or earlier) do not work with our courses. |
| Plug-ins | Adobe Reader [Download from Adobe]
Flash Player (v7.0 or later) [Download from Adobe] |
| Additional Software | Microsoft Office (2007 or later) |
| Internet Connection | Broadband (cable or DSL) connection required |
| Printer | Access to graphics-capable printer |
| DVD-ROM | Required |
| Sound Card, Microphone, and Speakers | Required |
| Monitor | Capable of at least 1024 x 768 resolution |
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
Organization of the Course
The course is organized into three lesson modules: 1) introduction to Higher Education; 2) professional skills including reflection, critical thinking, reading and writing, presentation and project management and 3) personal assessment and career planning.
Assessment Plan:
The method for learning will involve a combination of assessments including: The presentation of key concepts, individual assignments, group learning, discussion, and using technology tools. Grades will be based on the following percentage breakdown:
| Assignment Category | Percentage Value | Lessons: |
|---|---|---|
| Yammer Discussion Forums | 30 | 1, 2, 3, 4, 5, 6, 7, 10, & 13 |
| Writing Assignments | 25 | 3, 4, 5, 6, 11, & 13 |
| Personal Reflective Journals | 25 | 2, 6, 9, 11 & 12 |
| Group Project | 10 | 3, 8, 13, & 14 |
| e-Portfolio | 5 | 2, 12, & 14 |
| Informational Interview & Report | 5 | 3 & 9 |
| Total | 100% | All Lessons |
Grading
The objectives will be assessed by a combination of measures including understanding of the content, active participation via blogs and discussion forums, module summaries based on readings and other resources, development of a practice-based individual inquiry project, and final synthesis and application of the course material to the student’s growth as a future higher education leader. Note that if assignments are not submitted on time, students will receive one grade reduction for each day the assignment is late.
Letter Grades will be based on the following scale:
| Numerical Value | Letter Grade |
|---|---|
| 93 - 100 | A |
| 90 - 92.9 | A- |
| 87 - 89.9 | B+ |
| 83 - 86.9 | B |
| 80 - 82.9 | B- |
| 77 - 79.9 | C+ |
| 70 - 76.9 | C |
| 60 - 69.9 | D |
| Below 60 | F |
Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.
Explanation of Assignments
Students will be responsible for participating in participating in online discussions, self-and-peer assessments, and/or short papers and reflective journal entries regarding the lessons for each week. In addition, students will be responsible for completing four major written assignments, as indicated below:
1) Creating a Personal Learning e-Portfolio (resume, goals statement, program of study, reflective journal entry)
Students will use Penn State’s e-portfolio tool to create an online presence following the guidelines found at Sites at Penn State and Portfolios at Penn State. Students will create a learning portfolio that they will continuously add to each semester of enrollment in the M.Ed. in Higher Education (MHE) program. At the end of the program (HI ED 596: Capstone Seminar) students will present their learning e-portfolio for review by faculty to demonstrate that they have mastered the program learning outcomes of the MHE degree.
The learning e-portfolio created in this course should include at least the following core elements or “tabs”:
- About me – personal history, professional goals, picture, and other elements of the student’s background that they wish to share.
- Program of Study – this section should include your proposed program of study in the higher education (e.g., intended area of emphasis, courses that you propose to complete, professional association activity, etc.)
- Learning Outcomes– artifacts from specific courses to include papers, course or conference presentations, group projects and related materials, organized around the broad categories of learning outcomes for the masters program (Academic Literacies, Social Learning and Professional Capabilities). Students will post “artifacts” or samples of their work from required courses or areas of emphasis in the MHE degree program.
- Skill Badges – to include the badge certificate earned with link to supporting evidence and reflection in the portfolio as appropriate.
- Reflective Journal – Students will be expected to post a reflection of their learning at the end of each semester
- Other tabs that students identify
During week 2 of the course, students will post their resume, goals statement and picture (optional) and make their portfolio available to faculty and other students in the class. During the course students will receive instruction and feedback from faculty, career mentors and peers regarding their resume, cover letter, career goals and planned program of study. During the course, students will revise and update their e-portfolio based on feedback and will present a final version to faculty for grading at the end of course.
| Element | Competitive (5) | Developing (4) | Initial Draft (3) | No Evidence |
|---|---|---|---|---|
| Overall Design | Includes all required elements for the assignment; very professional appearance, ready to share with peers, faculty and potential employers. Engages the reader and is easy to navigate. | Poor graphic design; too text heavy; good information and includes all required elements | One or more elements missing; poor design; includes grammatical or spelling errors | Assignment not completed in a timely manner |
| About Me |
Includes professional picture, brief bio, mission and goals statement, resume and cover letter. Writing is professional. -Narrative is engaging, Reader feels that you know this person (personally and professionally) | One of the required elements are missing; presentation of resume and cover letter does not follow the guidelines presented in the course and in the Penn State Career Handbook. | Several elements are missing; presentation of resume and cover letter does not follow guidance in the Career Handbook; includes grammatical or spelling errors | Assignment not completed in a timely manner |
| Proposed Program of Study | Includes completed worksheet with intended program of study in the MHE program. | Worksheet included but one element of the program of study is not addressed. | Worksheet included but several elements of the program of study are not addressed | Assignment not completed in a timely manner |
| Reflective Journal (end of course) | Includes engaging narrative summary reflection of the semester experience | Reflection does not address one of the guiding questions in a meaningful manner | Reflection does not address more than one of the guiding questions | Assignment not completed in a timely manner |
2) Reflective Learning: Personal Journal Entries and End of Semester Summary
Reflection is an opportunity to synthesize, question, and apply concepts from the readings/viewings of each lesson and current higher education events to personal and professional experiences. Students are encouraged to maintain a daily or weekly personal journal to record thoughts, feelings and reflections based on the various readings/viewings and student experiences. The formal assignments will then be completed from journals entries. Reflections can be recorded by the student in response to assignments or can be based on selected prompts/essential questions focusing on what the student has learned and what questions s/he is generating about the topics in the course. Students will be asked to share summaries of their journals with the Instructor during weeks 6 and 12 and to record a summary end of semester reflection in their Learning e-portfolio.
3) Informational Interview Report
The ability to conduct an interview is an important tool used quite often in qualitative research. During the course, students will conduct one interview with a higher education official to obtain information on career paths regarding this position, hiring practices, and advice for new professionals in the field. Students will be responsible for identifying an interviewee; students may interview a Higher Education “mentor” (someone identified by HESA or the HEPAC organizations). Students will design an interview protocol, formally contact the person to be interviewed, record the interview (audio-taped, if permission is given) and write a summary (not a transcript) of the main points of the interview, including verbatim quotes. Students will post the interview in ANGEL so that other students can benefit from the information gathered.
| Element | 4 | 3 | 2 | 1 |
|---|---|---|---|---|
| Organization of Report |
Report presents information in a logical, interesting sequence; audience can very easily follow with introduction, body of report, conclusions and further inquiry. |
Report presents information in logical sequence which audience can follow but with some difficulty |
Audience has difficulty following report because group jumps around from topic to topic. |
Audience cannot follow or understand since there is no logical sequence to the report |
|
Data Gathered: Method of Presentation |
Data gathered in the interview is very clearly presented, following an interview protocol. Report includes verbatim quotes throughout |
Data gathered in the interview is presented clearly but with few verbatim quotes. |
Data gathered addresses only a few questions with very few verbatim quotes. |
Data gathered addresses only a few questions with no verbatim quotes. |
|
Data Gathered: Content |
Data gathered in the interview is very rich with personal perspectives on career paths and labor markets in this field. |
Data gathered in the interview has some personal perspectives on career paths and labor markets in this field. |
Data gathered in the interview has very few perspectives on career paths and labor markets in this field. |
Data gathered is not informative and will not be helpful to assisting in the final group presentation |
|
Quality of Writing |
The report is very well-written and free from any spelling or grammatical errors |
The report is well-written and has 1-2 spelling or grammatical errors |
The report is hard to follow and has several spelling or grammatical errors |
The report is poorly written and incomplete |
4) Collaborative Presentation Project on Higher Education Careers
In order to make an informed decision about a career path and be prepared for the next step in your career, it is important to explore fully various career opportunities and strategies in the field of higher education. This assignment will provide students with the opportunity to research a professional field of practice in higher education and work collaboratively with 3-4 classmates to research, design and deliver an end of semester group presentation. Working effectively in teams is an important skill to master in order to be an effective higher education professional. This assignment will also provide students with an opportunity to practice meeting management, project planning and collaboration.
The project will involve three parts:
- Students will review data available from the U.S. Department of Labor, HigherEdJobs.com and the Chronicle of Higher Education on employment trends in higher education;
- Each student will conduct at least one interview with a higher education official or expert (possibly an alumnus of the Penn State Higher Education program) to obtain information on career paths, hiring practices, and advice for new professionals in a given field or professional practice (e.g., Student Affairs, Development, Admissions/Enrollment Management, Institutional Research, Academic Affairs, Advising, others). In planning the interview, students will follow course guidance in planning and recording the results of the interview. Students will share the results of their interview with a Higher Education expert with members of their group;
- Students will work collaboratively to use data obtained from parts I and II to complete a final group presentation. The report will summarize data on the types of positions and work involved in various areas, as well as the knowledge, skills, behaviors, qualifications, accreditations, certifications and degree requirements necessary to excel in this area. The presentation report will include not more than 8 content slides. Each member of the group must participate in the presentation.
| Element | 4 | 3 | 2 | 1 |
|---|---|---|---|---|
| Organization |
Group presents information in a logical, interesting sequence; audience can very easily follow. Each member of the group participates |
Group presents information in logical sequence which audience can follow but with some difficulty. |
Audience has difficulty following presentation because group jumps around from topic to topic. |
Audience cannot follow or understand since there is no logical sequence to the presentation |
| Depth of Subject Knowledge |
Group demonstrates full knowledge (more than required) by answering all questions with explanations and elaboration. |
Group is at ease with expected answers to all questions, but fails to elaborate with additional information or perspectives |
Group is uncomfortable with information and is able to answer only rudimentary questions. |
Group does not have grasp of subject and has difficulty answering questions |
| Content Presentation and Graphics |
Group's graphics explain and reinforce screen text and presentation; no spelling or grammatical errors. |
Group's graphics relate to text and presentation. A few spelling or grammatical errors. | Group occasionally uses graphics that rarely support text and presentation; Many spelling or grammatical errors |
Group uses no graphics or those used are not appropriate to the subject; Many spelling or grammatical errors throughout. |
| Presentation Delivery and Use of Technology |
Group uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear; each member of the group contributes and demonstrates effective presentation skills | Group voice is clear but audience has some trouble hearing and understanding presentation. Group reads from script | Group voice is low, audience has difficulty understanding major components of presentation |
Group mumbles, incorrectly pronounces terms, and speaks too quietly for others to hear |
Course Schedule
The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments. Unless otherwise specified all course assignments are due at 11:55 pm.
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.