ELP 6960 - Nick Syllabus

8/8/2019 ELP 6960 - Nick Syllabus

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ELP

Budgeting and Planning in Higher Education (ELP 6960/7960)Fall, 2010

August 23rd

December 13th

3 credit hours

1

Instructor Contact Information:

Nick Hillman, PhDAssistant Professor

Educational Leadership & [email protected]

Office: MBH 313

Phone: TBD

Class Meeting Details:

Mondays, 4:357:05 pmMBH 302

Office Hours:Mondays 1-3 p.m.

and by appointment

Course Overview:

Budgeting and planning are managerial strategies to ensure that institutions of higher education

are fulfilling their desired missions, aligning resources with their visions and values, whilesimultaneously utilizing resources in an efficient, effective, and equitable manner. Given the

political and economic climate of higher education finance, a special emphasis on accountabilityand evaluation has become central to budgeting and planning policy discussions. This course

explores these issues and is primarily designed for students interested in higher educationfinance, institutional change, higher education administration, student affairs, and higher

education policy/governance although it is open to students of all academic or professional

interests. Students are not expected to have any prior knowledge or experience in the fields offinance, budgeting, or accounting. Rather, this course is an accessible exploration into the

underlying principles and essential skills necessary for designing, critiquing, and implementing

budgets and plans.

Required Texts:

1) Larry Goldstein (2005). College and University Budgeting (3rd Edition). Published byNational Association of College and University Business Officers. ISBN: 1-56972-031-22) Richard Alfred (2006). Managing the Big Picture in Colleges and Universities.

Published by American Council on Education and Praeger. ISBN: 0-275-98528-8

3) All additional readings will be provided via WebCt/Blackboard:webct.utah.eduCourse Overview:

Aug 23: Introduction, expectations, overview

Aug 30: The business of higher education budgeting

Sept 6: No class meeting in observance of Labor DaySept 13: Budgeting on campusSept 20: Budgeting at the state level (budget analysis due)

Sept 27: Special topics in budgeting

Oct 4: Linking budgets to plans (budget scenario due)Oct 11: Fall Break: no class meeting

Oct 18: The means and ends of strategic planning

Oct 25: The means and ends of strategic planning, cont. (pre-presentation due)
http://www.webct.utah.edu/http://www.webct.utah.edu/http://www.webct.utah.edu/http://www.webct.utah.edu/


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Nov 1: Planning at the state level

Nov 8: Evaluating and assessing plans (planning scenario due)

Nov 15: Special topics in planningNov 22: Governance of budgeting and planning

Nov 29: Making accountability meaningfulDec 6: Reflective practice

Dec 13: Summary and final presentations (final paper due)

Course Assignments:

Budget analysis: Due September 20.

Analyze the UVU Appropriated Operating Budgets 2005-06 to 2009-10 document byanswering the questions distributed in class on September 13.

Budget scenario: Due October 4

The Board of Trustees at Midstate College hired a new president, Susan Thompson, whois scheduled to begin her tenure on January 1, 2011. The board hired her with the

primary expectation that she would implement budgetary reforms to ensure that the

university is operating efficiently and effectively. The board also expects her to improveeducational quality and the value of a Midstate College degree. The sentiment of most

Trustees was that the previous president was not diligent with regard to cost containment

and that the incremental budget strategy was not a flexible tool for a decentralized

institution. Board members will support her budget reform recommendations, so long as

they ensure quality enhancement and improve efficiencies without eroding the colleges

mission.

As the Chief Financial Officer of Midstate College, you have been charged with the task

of writing a 5 to 7 page (double-spaced) policy memo to President Thompson offering

guidance towards developing and implementing this significant task. This memo shouldhighlight potential strengths, weaknesses, opportunities, and threats of undergoing

budgetary reforms on campus. Reflect on course material to raise critical points for the

president to consider and provide insight into the intended (and unintended) outcomes of

her endeavor.

Papers will be assessed according to writing quality, application of course content, ability

to frame the topic within budget/planning context, and the appropriateness ofconclusions. Additional material will be made available in class on September 20.

Pre-presentation: Due October 25.

The purpose of the pre-presentation is to prepare students for their final project.Students are expected to share their potential ideas, discuss their analytical perspectives,

and introduce their general objectives as they relate to the final project. The purpose of


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this assignment is to reflect upon course material and intentionally prepare your thoughts

for the final assignment.

Individual presentations should be no longer than 8 minutes. Students will be evaluated

based upon their ability to frame the discussion around course content, application ofcourse material, description of purpose, and clarity of communication.

Example questions to consider:

What are the primary topics am I interested in exploring? How can this line of inquiry build my capacity to be a critical

researcher/practitioner?

What elements of budgeting/planning do I want to explore in further detail? To what extent can my interests be integrated into this final project?

Planning scenario: Due November 8.

In her first state of the college address, President Thompson called on revisitingMidstate Colleges strategic plan, Vision for Excellence. Vision was created in 1995 and

set a 10-year plan for the college to achieve academic excellence, improve productivity,meet community and state needs, and expand opportunities to underserved students.

Unfortunately, no members of the Board of Trustees, Faculty Senate, or PresidentsCabinet have ascertained whether Midstate achieved the objectives of this plan. Perhapsmore troubling is that these principals have not yet explored the merits of what should be

included in a new Vision plan.

As the Chief Operating Officer, you have been asked to write a 5 to 7 page (double-spaced) memo that will help the president articulate the parameters and purposes of a new

plan. Discuss the strengths, weaknesses, opportunities, and threats that she may

encounter in her ambitious endeavor. Help her anticipate strategies and tactics thataddress some of the topics expressed in our course material and class discussions.

Papers will be assessed according to writing quality, application of course content, ability

to frame the topic within budget/planning context and the appropriateness of conclusions.

Final project and presentation: Due December 13.

Masters students:Identify a higher education policy or governance topic of interest to you (e.g. student

retention, finance, privatization, diversity, information technology, P-16 reform, student

learning outcomes, student financial aid, etc). Reflect upon the nature of your topicwithin the context of budgeting and planning. Write a comprehensive analysis of this

topic exploring the ways in which budgeting/planning techniques can impact the quality,

equity, efficiency, or effectiveness of your topical area.


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If, for example, student retention is the topic of interest, one could analyze how a plan

can be developed to ensure that the University of Utah is achieving its desired objectives

related to student success. What would the elements of this plan look like? How wouldone go about operationalizing such an endeavor? What challenges/opportunities can be

expected? Why are certain elements included or excluded? How does one know the

retention efforts worked? In your paper, discuss how a higher education administrator

would go about developing, implementing, sustaining, and/or assessing your topic. Offer

a critique of the implications associated with these efforts. Be sure to provide contextaround your topic and a rationale/purpose statement clarifying how you are establishing a

connection between your topical interest and budgeting/planning.

Doctoral students:Identify a higher education policy or governance topic of interest to you (e.g. student

retention, finance, privatization, diversity, information technology, P-16 reform, studentlearning outcomes, student financial aid, etc). Reflect upon the nature of your topic

within the context of budgeting and planning. Write a comprehensive analysis of thistopic exploring the ways in which budgeting/planning can be integrated into the extant

body of research.

If, for example, student retention is the topic of interest, one could analyze Astins I-E-O

model and discuss it in terms of performance budgeting. What elements of performance-

based budgets could be integrated into this model? Why might a university link

performance metrics to student service budgets? What are the implications of doing so?

In your paper, include a literature review of your topic and frame the context within thebroad domain of budgeting and planning. Offer a critique of the extant literature and besure to provide context around your topic and a rationale/purpose statement clarifying

how you are establishing a connection between your topical interest and

budgeting/planning. Doctoral students are expected to integrate a minimum of 10 peer-reviewed sources excluding those read for class.

All students:

Papers will be assessed according to writing quality, application of course content, abilityto frame the topic within budget/planning context, and the appropriateness of

conclusions. Papers should follow APA format and should be between 17 to 20 pages in

length, excluding bibliographies and appendices. We will spend class time discussing anddeveloping ideas for these papers. Papers will be due on December 13.

Presentations will account for 5 of the potential 40 points for this assignment. Individual

presentations should be no longer than 10 minutes. Students will be evaluated basedupon their ability to frame the discussion around course content, application of course

material, description of purpose, and clarity of communication.


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Sources for peer-reviewed articles include, but are not limited to: The Journal of Higher

Education; Research in Higher Education; The Review of Higher Education; The

Journal of Student Financial Aid; Journal of College Student Development; Journal ofStudent Affairs Research and Practice; Journal of Education Finance; Economics of

Education Review, etc. Manuscripts, edited books, and books from university presses aregenerally peer reviewed.

Research Assistance:The Marriott Library offers free research assistance to guide students through the inquiry

process. Linda St. Clair is the College of Educations subject librarian who can assist in locating

books, articles, topical overviews, research tools, and factual information. Linda can be

contacted [email protected]. The following website provides additional material relevantto conducting academic research specifically for the field of educational leadership and policy

studies:http://campusguides.lib.utah.edu/elp . Please do not hesitate to contact Linda for anintroduction to the librarys academic resources.

Grading:There are 5 graded assignments for this semester, plus one participation grade attributed to each

student. Each element is weighted according to the rubric below, for a cumulative of 100possible points:

1) Budget analysis (5 points)2) Budget scenario (15 points)3) Planning analysis (20 points)4) Pre-presentation (5 points)5) Final project (40 points: 35 points for paper, 5 points for presentation)6) Participation (15 points)

Grades will be distributed according to the following rubric:

Percentage Letter grade100 A+

94-99 A

90-93 A-

87-89 B+84-86 B

80-83 B-

77-79 C+74-76 C70-73 C-

67-69 D+

64-66 D60-63 D-

0-59 F
mailto:[email protected]:[email protected]:[email protected]://campusguides.lib.utah.edu/elphttp://campusguides.lib.utah.edu/elphttp://campusguides.lib.utah.edu/elphttp://campusguides.lib.utah.edu/elpmailto:[email protected]


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Learning Objectives:Cognitive goals:

Investigate current approaches to the financial and strategic management of highereducation institutions

Understand the budgetary environment in which higher education administrators operate Understand the planning strategies utilized within higher education administration Understand the purpose of accountability within the context of budgeting and planning Comprehend how campus/state planning efforts and budgetary techniques can advance or

hinder efforts toward achieving social justice, improving quality, and creating reform

Intrinsic goals:

Increase confidence in navigating through complex scenarios Increase interest in new ideas and subjects Reflect upon and share experiences within a community of learnersAnalytical goals: Demonstrate the ability think critically about the implications regarding contemporary

budget and planning trends

Demonstrate the ability to navigate and articulate budget and planning challengesrelevant to higher education

Demonstrate the ability to apply budgeting and planning theories to professional practiceGeneral expectations and Philosophy:

Attendance and class participation are fundamental expectations of this course. Read all

assignments prior to class and come prepared to critique, apply, and analyze course material.

Expression of ideas and diverse perspectives is critical to productive class discussions. With this

open environment, students are expected to express themselves in a respectful, reflective, andprofessional manner. Discrimination on the basis of race, class, gender, sexual orientation,

political persuasion, religious beliefs, or other forms will not be tolerated.

Some of the writings, lectures, films, or presentations in this course may include material that

conflicts with the core beliefs of some students. Please review the syllabus carefully to see if the

course is one that you are committed to taking. If you have a concern, please discuss it with meat your earliest convenience.

Practice technological etiquette. Computers and cell phones are allowable in class, but surfingthe web, checking emails, texting, and engaging in other non-course-related activity isprohibited. Please set your phones to vibrate and step outside of the classroom if you need to

take a call. If a student is not utilizing computer or phone privileges appropriately, they will be

asked to leave class.


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I do not offer extensions on course assignments. I may consider requests for extensions only in

the event of unforeseen and non-preventable emergencies. Late assignments will be penalized

half of a letter grade for each late day.

Have fun. You are at a unique life moment as a graduate student, so make the most of thisexperience and put your best foot forward!

Accommodation for Disabilities:In accordance with the Americans with Disabilities Act (ADA), any qualified student with a

disability the opportunity to meet with me privately to discuss receiving reasonable

accommodations. Such accommodations will be afforded based on the specific disability and as

agreed in writing. This statement in no way asks that the student identify him or herself as havinga disability; however, a request for reasonable accommodations can only be granted if a student

makes his or her disability known.

The University of Utah seeks to provide equal access to its programs, services and activities forpeople with disabilities. If you will need accommodations in the class, reasonable prior notice

needs to be given to the Center for Disability Services, 162 Olpin Union Building, 801-581-5020

(V/TDD). CDS will work with you and the instructor to make arrangements foraccommodations.

All written information in this course can be made available in alternative format with prior

notification to the Center for Disability Services.


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Course Schedule:* Required readings from the two text books are denoted with an asterisk

^ Required readings associated with a guest lecture are denoted with a caret

August 23Topics: Intro, expectations, course overview; The financial landscape of higher education

Delta Cost Project (2010) Trends in College Spending 1998-2008: Where does the money

come from? Where does it go? What does it buy? Washington, D.C.

(this is not required reading, but will be made available on WebCT)

August 30Topics: The business of higher education; Introduction to financial management and budgeting

Winston, G. (1997) Why cant colleges be more like a firm? Change Magazine. 29(5),

pp. 33-38.

* Goldstein, L. (2005) An Introduction to Budgeting. College and University Budgeting.

National Association of College and University Business Officers. Washington,D.C. (pages 1-11)

McKinney, J. (1995) Understanding Financial Management. Effective Financial

Management in Public and Nonprofit Agencies: A Practical and Integrative

Approach (2nd Ed.). Quorum Books. Westport, CT. (pages 1-20)

McKinney, J. (1995) The Budgeting Function. Effective Financial Management in

Public and Nonprofit Agencies: A Practical and Integrative Approach (2nd Ed.).

Quorum Books. Westport, CT. (pages 209-238, only read to pg. 224)

September 6No class meeting in observance of Labor Day

September 13Topics: Budgeting on campus: environment, techniques, and implications

* Goldstein, L. (2005) The Economic and Political Environment. College andUniversity Budgeting. National Association of College and University BusinessOfficers. Washington, D.C. (pages 13-52)

* Goldstein, L. (2005) The Budget Process. College and University Budgeting. NationalAssociation of College and University Business Officers. Washington, D.C.

(pages 53-85).


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Lasher, W.; Sullivan, C. (2004) Follow the money: the changing world of budgeting in

higher education. Higher Education: Handbook of Theory and Research, Vol.

XIX, pp. 197-240.

September 20Topics: Budgeting at the state level: environment, techniques, and implications

Due: Budget analysis

Burke, J. (2002). Performance Funding and Budgeting: Old Differences and New

Similarities. Funding Public Colleges and Universities for Performance. The

Rockefeller Institute Press. Albany, NY. (pages 19-37).

Breneman, D. (2004). Are the states and public higher education striking a new

bargain? Association of Governing Boards. Public Policy Paper Series, No. 04-02., pp 1-15.

Delta Cost Project, et al. (2009). Postsecondary Education Spending Priorities for theAmerican Recovery and Reinvestment Act of 2009. Delta Cost Project,

Washington, D.C.

Center on Budget and Policy Priorities (2010). The ABCs of State Budgeting. Policy

Basics, January 28, 2010. Washington, D.C. (pages 1-2)

Read in class:

Lederman, D. (2009). Performance (De-)Funding. Inside Higher Ed. December 28,2009. Accessed online:http://www.insidehighered.com/layout/set/print/news/2009/12/28/indiana

White, D. (2010). Higher Ed Panel Weighs Bonuses for Graduations. The Charleston

Gazette. July 23, 2010. Accessed online:http://wvgazette.com/News/201007230774

September 27

Topics: Special topics in budgeting: responsibility-centered management; capital budgets;

privatization

Hearn, J.; Lewis, D.: Lincoln, K. (2006). Incentives for Managed Growth: a case

study in incentives-based planning and budgeting in a large public researchuniversity. The Journal of Higher Education. Vol. 77, No. 2, pp. 286-316.

Priest, D.; Jacobs, B.; Boon, R. (2006). Privatization of Business and Auxiliary

Functions. Privatization and Public Universities (Eds. D.M. Priest & E.P. St.John) Indiana University Press. (pages 189-202).

Hearn, J. (2006). Alternative Revenue Sources. Privatization and Public Universities
http://www.insidehighered.com/layout/set/print/news/2009/12/28/indianahttp://www.insidehighered.com/layout/set/print/news/2009/12/28/indianahttp://www.insidehighered.com/layout/set/print/news/2009/12/28/indianahttp://wvgazette.com/News/201007230774http://wvgazette.com/News/201007230774http://wvgazette.com/News/201007230774http://wvgazette.com/News/201007230774http://www.insidehighered.com/layout/set/print/news/2009/12/28/indiana


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(Eds. D.M. Priest & E.P. St. John) Indiana University Press. (pages 87-108).

Manns, D. (2004).An assessment of capital budgeting practices for public highereducation. Planning for Higher Education. Vol. 32, No. 2, pp. 5-11.

October 4:Topics: Linking budgets to plans; Introduction to planning techniques

Due: Budget scenario

^ Invited guests: Dr. Paul Brinkman, Assoc. Vice President of Budging and Planning & Dr. Tony

Morgan, ELP Professor and former Board of Regents member

^ Brinkman, P.; Morgan, A. (2010). Financial planning: strategies and lessons learned.

Planning for Higher Education. Vol. 38, No. 3, pp. 5-14.

* Goldstein, L. (2005) Responding to Extraordinary Financial Difficulties. College and

University Budgeting. National Association of College and University Business

Officers. Washington, D.C. (pages 139-156)

Schmidtlein, F. (1981). Why linking budgets to plans has proven difficult in highereducation. National Center for Higher Education Management Systems. Boulder,

CO. Reprinted in:ASHE Reader on Finance in Higher Education (2nd

Edition),

2001. (pages 414-424).

Mintzberg, H. (1994) The fall and rise of strategic planning. Harvard Business Review,No. 94107, pp. 107-114

October 11

No class meeting, Fall Break

October 18

Topics: The means and ends of strategic planning

* Alfred, R. (2006) Distinguishing Strategy from Tactics.Managing the Big Picture in

Colleges and Universities. ACE/Praeger Publishers, Westport, CT. (pages 3-21)

* Alfred, R. (2006) Breaking Strategy into Manageable Parts.Managing the Big Picture

in Colleges and Universities. ACE/Praeger Publishers, Westport, CT (pp. 59-100)

Fain, P. (2007) Vision for Excellence. The Chronicle of Higher Education, October 5,2007, accessed online:http://chronicle.com/article/Vision-for-Excellence/4138/
http://chronicle.com/article/Vision-for-Excellence/4138/http://chronicle.com/article/Vision-for-Excellence/4138/http://chronicle.com/article/Vision-for-Excellence/4138/http://chronicle.com/article/Vision-for-Excellence/4138/


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October 25

Topics: The means and ends of strategic planning (continued)

Due: Pre-presentation

* Alfred, R. (2006) Framing and Articulating Strategy.Managing the Big Picture in

Colleges and Universities. ACE/Praeger Publishers, Westport, CT. (pages 207-

225).

* Alfred, R. (2006) Building a Plan of Implementation.Managing the Big Picture

in Colleges and Universities. ACE/Praeger Publishers, Westport, CT. (pages

227-246).

November 1:

Topics: Planning at the state level: environment, techniques, and implications

^ Invited guest: Dr. William Sederburg, Utah Commissioner for Higher Education

Lane, J. (2007). The spider web of oversight: an analysis of external oversight of higher

education. The Journal of Higher Education. Vol. 78, No. 6, pp. 615-644.

Dee, J. (2006) Institutional autonomy and state-level accountability. Governance and

the Public Good(Ed. Tierney, W.) SUNY Press. (pages 133-155)

^ University System of Higher Education (n.d.). Master Plan 2000: A Commitment to the

People of Utah. Salt Lake City, UT.

^ University System of Higher Education (2010). Higher Education Plan for Utah(Draft). Memo dated March 23, 2010. Salt Lake City, UT.

November 8Topics: Evaluating and assessing plans: Institutional research; Analytical considerations

Due: Planning scenario

* Alfred, R. (2006) Evaluating for Impact.Managing the Big Picture in Colleges and

Universities. ACE/Praeger Publishers, Westport, CT. (pages 247-262).

Schield, M. (1999) Statistical literacy: thinking critically about statistics. Association ofPublic Data Users.

McLaughlin, G.; Howard, R. (2004). Getting Started: Just Do It. People, Processes, and

Managing Data (2nd Edition). Association for Institutional Research. (pages 67-

76)


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Visit the following websites to familiarize yourself with dashboards and data sources:

Dashboard:

- Indiana University international dashboard:http://mypage.iu.edu/~vborden/idshbrd/Default.html

Analytical data sources:- U.S. Department of Education:http://nces.ed.gov/datalab/

- Digest of Education Statistics:http://nces.ed.gov/programs/digest/

- The Institute for College Access & Success:http://college-insight.org/- The Delta Cost Project:http://www.tcs-online.org/Reports/Report.aspx

- Grapevine:http://www.grapevine.ilstu.edu/

- National Center for Higher Education Management Systems:

http://higheredinfo.org/

November 15Topics: Special topics in planning: facilities; sustainability; diversity; academic planning

Reynolds, G. (2007). The impact of facilities on recruitment and retention of students.

New Directions for Institutional Research. No. 135, pp. 63-80.

Merkel, J.; Litten, L. (2007). The sustainability challenge. New Directions for

Institutional Research. No. 134, pp. 7-26.

Hurtado, S.; Dey, E. (1997). Achieving the goals of multiculturalism and diversity. In:Planning and Management for a Changing Environment. (Eds. Peterson, M.; Dill,

D; Mets, L). Jossey Bass. (pages 405-431)

Eckel, P. (2002). Decision rules used in academic program closure: where the rubbermeets the road. The Journal of Higher Education. Vol. 73, No. 2, pp. 237-262.

November 22Topics: Governance of budgeting and planning

Tierney, W. (2006). Trust and academic governance: a conceptual framework.Governance and the Public Good(Ed. W. Tierney) SUNY Press. (pages 179-

197)

Chabotar, K. (1995). Managing participative budgeting in higher education. ChangeMagazine, 27(5), pp. 20-29.

Rhoades, G. (2000). Whos doing it right? Strategic activity in public research

universities. The Review of Higher Education. Vol. 24, No. 1, pp 41-66.
http://mypage.iu.edu/~vborden/idshbrd/Default.htmlhttp://mypage.iu.edu/~vborden/idshbrd/Default.htmlhttp://nces.ed.gov/datalab/http://nces.ed.gov/datalab/http://nces.ed.gov/datalab/http://nces.ed.gov/programs/digest/http://nces.ed.gov/programs/digest/http://nces.ed.gov/programs/digest/http://college-insight.org/http://college-insight.org/http://college-insight.org/http://www.tcs-online.org/Reports/Report.aspxhttp://www.tcs-online.org/Reports/Report.aspxhttp://www.tcs-online.org/Reports/Report.aspxhttp://www.grapevine.ilstu.edu/http://www.grapevine.ilstu.edu/http://www.grapevine.ilstu.edu/http://higheredinfo.org/http://higheredinfo.org/http://higheredinfo.org/http://www.grapevine.ilstu.edu/http://www.tcs-online.org/Reports/Report.aspxhttp://college-insight.org/http://nces.ed.gov/programs/digest/http://nces.ed.gov/datalab/http://mypage.iu.edu/~vborden/idshbrd/Default.html


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November 29

Topics: Making accountability meaningful

Dunn, D. (2003).Accountability, democratic theory, and higher education. Educational

Policy, Vol. 17, pp. 60-79.

Banta, T. (2007). A Warning on Measuring Learning Outcomes. Inside Higher Ed,

Jan. 26, 2007 accessed online:http://www.insidehighered.com/layout/set/print/views/2007/01/26/banta

Adelman, C. (2010) The White Noise of Accountability.Inside Higher Ed, June 24,

2010 accessed online:www.insidehighered.com/layout/set/print/views/2010/06/24/adelman

December 6

Topics: Reflective practice

St. John, E. P. (2009). Strategy and Artistry. College Organization and Professional

Development. Routledge Publications. New York, NY. (pages 119-145)

Deem, R.; Hillyard, S.; Reed, M. (2007). New Managerialism and Public ServicesReform: From Regulated Autonomy to Institutionalized Distrust. Knowledge,Higher Education, and the New Managerialism. Oxford University Press. (pages

1-28).

December 13

Topics: Summary and final presentations.Due: Final projects and presentations
http://www.insidehighered.com/layout/set/print/views/2007/01/26/bantahttp://www.insidehighered.com/layout/set/print/views/2007/01/26/bantahttp://www.insidehighered.com/layout/set/print/views/2007/01/26/bantahttp://www.insidehighered.com/layout/set/print/views/2010/06/24/adelmanhttp://www.insidehighered.com/layout/set/print/views/2010/06/24/adelmanhttp://www.insidehighered.com/layout/set/print/views/2010/06/24/adelmanhttp://www.insidehighered.com/layout/set/print/views/2010/06/24/adelmanhttp://www.insidehighered.com/layout/set/print/views/2007/01/26/banta

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ELP 6960 - Nick Syllabus