HG ED 576: College Student Development
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1 HG ED 576: College Student Development Monday, 2:10-5:10PM Fall 2012 Instructors: Dr. Robert D. Reason, Ph.D. Melissa Rands Associate Professor Teaching Assistant N239-A Lagomarcino Hall (515) (office) (515) (cell) Office Hours by Appointment Office Hours by Appointment Overview of Course Administrative and teaching effectiveness in postsecondary educational settings is largely dependent upon one s familiarity with and appreciation for the unique developmental needs of students. Student outcomes can be significantly enhanced when programs, services, curricula, and pedagogical techniques are designed by those who understand and intentionally apply appropriate theoretical frameworks to their work. Exposure to student development theory is essential in the academic preparation of postsecondary administrators and faculty, as students unarguably should be the primary focus of current and future efforts in higher education. To this end, theories that have emerged from years of research on college students will be reviewed and discussed in this course, with the ultimate goal of inspiring class members to become more reflective and intentional facilitators of environments and experiences that offer healthy, constructive developmental opportunities for all students on college and university campuses. Course Goals and Projected Outcomes Although the course addresses several of the professional competency areas for student affairs professionals established by ACPA and NASPA, it most directly addresses the Student Learning and Development competency area. Specifically, at the end of this course, students will be able to: Articulate theories and models that describe the development of college students and the conditions and practices that facilitate holistic development. Articulate how differences [between individuals] can influence development during the college years. Identify and define types of theories. Identify the limitations of applying existing theories and models to varying student demographic groups. Articulate one s own developmental journey and identify one s own informal theories of student development and learning. Design programs and services to promote student learning and development that are based on current research. Utilize theory-to-practice models to inform individual or unit practice. Explain theory to diverse audiences. [begin to] Analyze and critique prevailing theory. 1
2 Required Texts American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus. Evans, N. J., Forney, D. E., & Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student Bass. All readings that are posted on the Blackboard site & distributed in class. Please note that some optional readings that are not assigned have also been posted on Blackboard. Classroom Discussions Classroom discussion, reflection, and sharing will be an integral aspect of this course. Therefore, your thoughtful contributions to and engagement in classroom discussions will be reflected in your final grade. Full participation requires students come to class with all readings and assignments completed. This will afford students the opportunity to integrate their experiences and viewpoints with the selected course topics. The topics covered in this course will likely stimulate various perspectives. Therefore, students should be prepared to effectively organize and clearly articulate their viewpoints. Students are expected and encouraged to critically analyze all perspectives presented in this class. Debate and disagreement are welcomed and encouraged; however, respect for fellow colleagues perspectives and experiences is expected. Assignments Points Due Initial Self-Reflection Paper ungraded Due August 27 th Integrative Reflections 20 Due prior to each class Article Review 10 Due October 24th Theory Application/Intervention 40 Due November 19 th Praxis Paper 30 Due December 3th Grading Scale A = A- = B+ = B = B- = C+ = C = C- = D = F = 59 & Below *Note Regarding Letter Grades: Simply meeting the instructors expectations constitutes B work; going above and beyond is A work; and failing to meet the minimum expectations will result in a grade of C or lower. 2
3 Academic Integrity All 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. Academic integrity includes a commitment to not engage in or tolerate acts of falsification, misrepresentation, or deception. Such acts of dishonesty violate the fundamental ethical principles of the university community and compromise the worth of work completed by others. Students charged with a breach of academic integrity will receive due process and, if the charge is found valid, academic sanctions may range, depending on the severity of the offense, from F for the assignment to F for the course. Students with Disabilities Please address any special needs or special accommodations with me at the beginning of the semester or as soon as you become aware of your needs. Those seeking accommodations based on disabilities should obtain a Student Academic Accommodation Request (SAAR) form from the Student Disability Resource (SDR) office (phone ). SDR is located on the main floor of the Student Services Building, Room Semester Calendar Session 1 August 20 Introduction, Course Overview, & Historical Perspectives Session 2 August 27 Understanding and Using Student Development Theory NO CLASS September 3 Labor Day September 4 Writing workshop (4:00PM, location TBA) Session 3 September 10 Learning Theories Session 4 September 17 Psychosocial Theories Session 5 September 24 Psychosocial Theories Session 6 October 1 Social Identity Development Session 7 October 8 Emerging Adulthood Session 8 October 15 Cognitive/Structural Development Session 9 October 22 Cognitive/Structural Development Session 10 October 29 Moral Development Session 11 November 5 Integrated Perspectives on Learning and Development Session 12 November 12 Self-Authorship NO CLASS November 19 Thanksgiving Break Session 13 November 26 Intervention Presentations Session 14 December 3 Theory-to-Practice Session 15 December 10 HG ED Research Conference 3
4 Weekly Assigned Readings Session 1: August 20 - Introduction, Course Overview, & Historical Perspectives Bass. Chapter 1. The Student Personnel Point of View (1937). In Points of View. Washington, DC: National Association of Student Personnel Administrators. The Student Personnel Point of View (1949). In Points of View. Washington, DC: National Association of Student Personnel Administrators. Strange, C. S. (1994). Student development: The evolution and status of an essential idea. Journal of College Student Development, 35(6), Session 2: August 27 - Understanding and Using Student Development Theory Bass. Chapter 2. Parker, C. A. (1977). On modeling reality. Journal of College Student Personnel, 18, King, P. M. (1994). Theories of college student development: Sequences and consequences. Journal of College Student Development, 35, Patton, L. D., McEwen, M., Rendon, L., & Howard-Hamilton, M. (2007). Critical race perspectives on theory in student affairs. In. S. R. Harper and L. D. Patton (eds.), Responding to the realities of race on campus. New Directions for Student Services, no San Francisco: Jossey-Bass. Writing Workshop: September 4 4:00 5:30PM, 20 Hixson-Lied Presented by Dr. Elena Cotos 4
5 Session 3: September 10 - Learning and/or Development? Reason, R. D., & Renn, K. A. (2008, November). Why quibble over learning and development? Paper presented at the Annual Meeting of the Association for the Study of Higher Education. Jacksonville, FL. ACPA (1996). The student learning imperative: Implications for student affairs. Journal of College Student Development, 37, Stage, F. K. (1996). Setting the context: Psychological theories of learning. Journal of College Student Development, 37, Strauss, S., (1993). Theories of learning and development for academics and educators. Educational Psychologist, 28, Session 4: September 17 - Psychosocial Theories, Part I Bass. Read chapter 3. King, P. M., & Baxter, M. B. B. (2005). A developmental model of intercultural maturity. Journal of College Student Development, 46(6), Session 5: September 24 Psychosocial Theories, Part II Bass.. Read chapter 4. McEwen, M. K., Roper, L. D., Bryant, D. R., & Langa, M. J. (1990). Incorporating the development of African-American students into psychosocial theories of student development. Journal of College Student Development, 31(5), Kodama, C. M., McEwen, M. K., Liang, C. T. H., & Lee, S. (2002). An Asian American perspective on psychosocial student development theory. In M. K. McEwen, C. M. Kodama, A. N. Alvarez, S. Lee, & C. T. H. Liang (Eds.), Working with Asian American college students. New Directions for Student Services, No. 97, pp San Francisco, CA: Jossey-Bass. 5
6 Session 6: October 1 Social Identity Development Bukowski, J. (2012). Media review: Peacocks, chameleons, centaurs: Gay suburbia and the grammar of social identity. Journal of Student Affairs Research and Practice, 49, [Optional Reading] Bass. Chapter 13. Abes, E. S., Jones, S. R., McEwen, M. K. (2007). Reconceptualizing the model of multiple dimensions of identity: The role of meaning-making capacity in the construction of multiple identities. Journal of College Student Development, 48(1), Torres, V., Jones, S. R., & Renn, K. A. (2009). Identity development theories in student affairs: Origins, current status, and new approaches. Journal of College Student Development, 50, Session 7: October 8 Emerging Adulthood Arnett, J. J. (2000). Emerging adulthood: A theory of development form the late teens through the twenties. American Psychologist, 55, Arnett, J. J. (2007). Emerging adulthood: What is it, and what is it good for? Child Development Perspectives, 1(2), Tanner, J. L., & Arnett, J. J. (2009). The emergence of emerging adulthood: The new life stage between adolescence and young adulthood. In A. Furlong (Ed.), Handbook of youth and young adulthood: New perspectives and agendas (pp ). New York: Routledge. Session 8: October 15 Cognitive/Structural Development, Part I Bass. Read chapter 5. Session 9: October 22 Cognitive/Structural Development, Part II Bass. Chapter 7. Love, P. G. & Guthrie, V. L. (1999). Understanding and Applying Cognitive Development Theory: New Directions for Student Services. 88. San Francisco: Jossey-Bass. All Read: Authors Notes; Influences of Cognitive Development; Synthesis. As assigned: Belenky et al.; Baxter Magolda; King & Kitchener; and Kegan. 6
7 Session 10: October 29 Moral Development Bass. Read chapter 6. King, P. M., (2009). Principles of development and change underlying theories of cognitive and moral development. Journal of College Student Development, 50, King, P. M., & Mayhew, M. J. (2005). Moral judgment development in higher education: Insights from the defining issues test. In M. E. Wilson & L. E. Wolf-Wendel (Eds.), ASHE reader on college student development theory (pp ). Boston: Pearson Custom Publishing. (Reprinted from Journal of Moral Education, 31, 2002) Session 11: November 5 - Integrated perspectives on learning and development Bass. Chapters 9, 10 & 12. Tanaka, G. (2002). Higher education s self-reflexive turn: Toward an intercultural theory of student development. Journal of Higher Education, 73(2), Baxter Magolda, M. B. (2002). Helping students make their way to adulthood: Good company for the journey. About Campus, 6(6), 2-9. Torres, V., & Hernandez, E. (2007). The influence of ethnic identity on self-authorship: A longitudinal study of Latino/a college students. Journal of College Student Development, 48(5), Session 12: November 12 Self-Authorship Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus. Session 13: November 26 Intervention Presentations 7
8 Session 14: December 3 Theory-to-Practice Bass. Chapter 19. Parker, C. A. (1977). On modeling reality. Journal of College Student Personnel, 18, Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. Journal of College Student Development, 37, Schroeder, C. C., & Hurst, J. C. (1996). Designing learning environments that integrate curricular and cocurricular experiences. Journal of College Student Development, 37, Reason, R. D., & Kimball, E. W. (2011). Wolf-Wendel, L. E., & Ruel, M. (1999). Developing the whole student: The collegiate ideal. New Directions for Higher Education, 105, pp Session 15 December 10 HG ED Research Conference Students are expected to submit their theory-to-practice presentations for inclusion in the HGED Research Conference. 8
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