The Citadel Graduate CollegeSchool of EducationDivision of Counselor Education

Spring 2016 Semester

EDUC 538: Theories of Student Development in Higher Education

Instructor: Michael Vinson, PhD Class Meetings: Tuesdays, 1/5 – 3/1Office: NA Class Hours: 4-9 PM

Telephone: 843-697-5974 (cell) Email preferred Meeting Room: Capers 311A

Email: mlv.blg@gmail.com or michael.vinson@citadel.edu Office Hours: Arranged as needed

Credit Hours: 3

REQUIRED TEXTBOOK: Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco: Jossey-Bass. ISBN: 978-0-7879-7809-9

TECHNOLOGY, EQUIPMENT AND SKILLS REQUIRED: Computer and Internet access; Word processing; Email; PowerPoint.

COURSE DESCRIPTION: Overview of theories of student development in higher education as it applies to the cognitive and psychosocial growth of students and the influence of the college environment on growth.

STUDENT INFORMATION: This course is a core requirement for the Certificate in Student Affairs

MEMBERSHIPS ASSOCIATED WITH THE PROFESSION OF COUNSELING AND STUDENT DEVELOPMENT:

American Counseling Association (ACA)American College Personnel Association (ACPA)National Association of Student Affairs Administrators (NASPA)Southern Association of College Student Affairs (SACSA)South Carolina College Personnel Association (SCCPA)

CONCEPTUAL BASE

Developing Principled Educational Leaders for P-20 Schools – The Citadel’s Professional Education Unit prepares principled leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-centered environment.

The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who:

have mastered their subject matter and are skilled in using it to foster student learning;

know the self who educates (Parker J. Palmer) and integrate this self knowledge with content knowledge, knowledge of students, and in the context of becoming professional change agents committed to using this knowledge and skill to ensure that all students succeed in a learner-centered environment; and 

exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment.

The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial programs for teacher candidates for P-12 schools and our advanced programs for professional educators in P-20 schools,, The Citadel’s Professional Education Unit transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed.     

The Citadel’s Professional Education Unit has identified 15 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals:

Knowledgeable Principled Educational Leaders…1. Have mastered the subject matter of their field of professional study and practice;2. Utilize the knowledge gained from developmental and learning theories to establish and

implement an educational program that is varied, creative, and nurturing; 3. Model instructional and leadership theories of best practice; 4. Integrate appropriate technology to enhance learning; 5. Demonstrate a commitment to lifelong learning;

Reflective Principled Educational Leaders… 6. Develop and describe their philosophy of education and reflect upon its impact in the teaching and learning environment;

7. Develop and manage meaningful educational experiences that address the needs of all learners with respect for their individual and cultural characteristics;8. Construct, foster, and maintain a learner-centered environment in which all

learners contribute and are actively engaged;9. Apply their understanding of both context and research to plan, structure,

facilitate, and monitor effective teaching and learning in the context of continualassessment;

10. Reexamine their practice by reflectively and critically asking questions and seeking answers;

Ethical Principled Educational Leaders…11. Demonstrate commitment to a safe, supportive learning environment;12. Embrace and adhere to appropriate professional codes of ethics;13. Value diversity and exhibit a caring, fair, and respectful attitude and respect toward all cultures;14. Establish rapport with students, families, colleagues, and community;15. Meet obligations on time, dress professionally, and use language appropriately.

LEARNING AND DEVELOPMENTAL GOALS, EVALUATION METHODS and CORRELATION TO THE CONCEPTUAL BASE:The course will provide students with the following CACREP Standards and The School of Education conceptual framework (CF):

2

1. Explain developmental patterns of college students from differing perspectives; CF 1-2; CACREP SACC A.6.

2. Apply college student development theory to practice; CF 2, 6, 9; C SACC. B.3.3. Understand the developmental issues and needs of a diverse college population and an

understanding of assessment tools designed for identifying such issues; CF 13; 4. Explain effects of environment on students and their development; CACREP SACC A.3, E.25. Articulate your own development from differing perspectives; CF 11; C SACC A.6,6. Understand theories of individual development and transitions across the life-span; CF 5, 8;

CACREP SACC G.17. Understand student development theories including holistic wellness and research relevant to

student learning and personal development. CF 2; C SACC A.68. Identify the specific factors related to personal, social, educational, and career planning and

development appropriate for students in postsecondary education. CF 7; C SACC B.3, C.19. Demonstrate skills in helping postsecondary students cope with personal and interpersonal

problems as well as skills in crisis intervention in response to personal, educational, and community crises. CF 11; C SACC A.11, B.7, C.3.

10. Demonstrate a general understanding of principles and models of biopscyhosocial assessment and case conceptualization that lead to appropriate counseling for students in postsecondary education. CF 3; C SACC C.3, D.5, D.6, G.1

11. Understand learning styles as well as institutional, systemic, interpersonal and intrapersonal barriers to learning in postsecondary education. CF 2; C SACC A.3, E.2.

12. Know current theories and methods of using assessment data, especially program evaluation and environmental assessment models, to support data based decision making. CF 3; C SACC D.6, G.1

LEGEND: CF= Conceptual Framework Objectives. C SACC= CACREP 2009 standard for Student Affairs & College Counseling.

3

CACREP Standards and Pertinent Learning Objectives and Learning OutcomesCACREP Standard Learning Objective Learning OutcomeIII.A.3 Understands the interrelationships among the educational, personal/social, and career roles and responsibilities of students and others in the learning community.

- Explain effects of environment on students and their development.- Understand learning styles as well as institutional, systemic, interpersonal and intrapersonal barriers to learning in postsecondary education

- Students demonstrated understanding of environmental effects through class presentation and other work products.- By means of theory to practice paper and other assignments, students demonstrated how to apply student development theories in college settings. - Students demonstrated comprehension of theory-informed program leadership in class presentations and theory to practice paper.

III.A.6 Understand student development theories, including holistic wellness and research relevant to student learning and personal development.

- Understand student development theories including holistic wellness and research relevant to student learning and personal development. - Explain theory to diverse audiences and use it effectively to justify the work of student affairs.

- Applied college student development theory and research to practice as demonstrated in class presentations, class discussions and projects.-Analyzed and critiqued theory to make connections across models and apply theory to diverse constituencies by means of theory application case study and poster.- Students evaluated and articulated how theory can be used in specific student services offices during in-class activities.

III.A.11 Understand the impact of crisis, disasters, and other trauma-causing events on people in the postsecondary education community.

- Demonstrate skills in helping postsecondary students cope with personal and interpersonal problems as well as skills in crisis intervention in response to personal, educational, and community crises.

- Students demonstrated the ability to plan, organize, manage and lead responses to crisis, disaster and other trauma-causing events during in-class activities.- Demonstrated skills in helping students cope with personal and interpersonal problems during class activities.

III.B.3 Demonstrates the ability to understand, support, and advocate for postsecondary student learning and development.

- Identify the specific factors related to personal, social, educational, and career planning and development appropriate for students in postsecondary education.- Demonstrate the ability to analyze and respond to arguments about racial discrimination.

- Students demonstrated the ability to identify appropriate university resources and facilitate referral of students to these resources during class activities and discussions. - Comprehended and utilized various patterns of development and educational experiences among diverse subgroups of college students who differ by age, race/ethnicity, gender, sexual orientation identity, spiritual beliefs, national origin and SES status through readings, lectures

4

and participation in class discussion.

III.B.7 Demonstrates an understanding of the psychological impact of crisis, disasters, and other trauma-causing events on students, faculty, and institutions.

- Demonstrate skills in helping postsecondary students cope with personal and interpersonal problems as well as skills in crisis intervention in response to personal, educational, and community crises.

- Students utilized student development theory to assess student strengths and foster students’ personal autonomy in class activities and discussions. During class activities, students demonstrated confidence and expertise in negotiating problems and conflicts in an ethical, thoughtful, respectful, and collaborative manner.

III.C.1 Identifies the specific factors related to personal, educational, and career planning and development appropriate for students in postsecondary education.

- Identify the specific factors related to personal, social, educational, and career planning and development appropriate for students in postsecondary education.

- Through readings and class discussions, students identified examples of social group identities and the way unearned privilege negatively impacts performance and cross-cultural relationships.- Students utilized student learning styles in programing as demonstrated through theory to practice presentations and other assignments.

III.C.3 Knows principles of addiction intervention, consultation, education, and outreach for students in postsecondary education.

- Demonstrate skills in helping postsecondary students cope with personal and interpersonal problems as well as skills in crisis intervention in response to personal, educational, and community crises.- Demonstrate a general understanding of principles and models of bio-psychosocial assessment and case conceptualization that lead to appropriate counseling for students in postsecondary education.

- By means of class activities and role-play, students demonstrated competency in assessment and identification of high-risk behaviors.- Students demonstrated and modeled interventions and appropriate counseling, e.g., motivational interviewing to address student concerns.- Through class activities and role-play, students demonstrated appropriate interpersonal and helping skills.

III.D.5 Demonstrates a general understanding of principles and models of bio-psychosocial assessment and case conceptualization that lead to appropriate counseling for students in postsecondary education.

- Demonstrate a general understanding of principles and models of bio-psychosocial assessment and case conceptualization that lead to appropriate counseling for students in postsecondary education.

- Analyzed and critiqued theory to make connections across models and apply theory to diverse constituencies by means of theory application case study and poster.- From readings, lectures and class activities, students performed as critical consumers of research literature so as to be able to research, collect information, experiment and summarize findings.- During class activities, students practiced techniques of counseling, interpersonal and helping skills.

III.D.6 Participates in the design, - Demonstrate a general - Students demonstrated

5

implementation, and evaluation of programs that promote wellness, as well as prevention and intervention services for students in postsecondary education.

understanding of principles and models of bio-psychosocial assessment and case conceptualization that lead to appropriate counseling for students in postsecondary education- Know current theories and methods of using assessment data, especially program evaluation and environmental assessment models, to support data based decision-making.

competence in assessment and case conceptualization during class activities and presentations.- Analyzed and critiqued theory to make connections across models and apply theory to diverse constituencies by means of theory application case study and poster.- During class activities and discussions, students applied the structure and organization of various educational environments (e.g. classroom, co-curricular contexts and administrative policies and practices) to demonstrate how to foster and promote student development.

III.E.2 Understands learning styles as well as institutional, systemic, interpersonal, and intrapersonal barriers to learning in postsecondary education.

-Explain effects of environment on students and their development- Identify learning style differences in others and appreciate diversity.

- Students demonstrated understanding of environmental effects through theory to practice class presentation.- Utilized student learning styles in programing and teaching as demonstrated by theory to practice presentation and paper.

III.G.1 Knows principles and models of assessment for postsecondary student development, case conceptualization, theories of human development, and concepts of normalcy and psychopathology leading to referral or to the development of appropriate counseling treatment plans.

- Understand theories of individual development and transitions across the life-span.- Demonstrate a general understanding of principles and models of bio-psychosocial assessment and case conceptualization that lead to appropriate counseling for students in postsecondary education. - Know current theories and methods of using assessment data, especially program evaluation and environmental assessment models, to support data based decision-making.

- Analyzed and critiqued theory to make connections across models and apply theory to diverse constituencies by means of theory application in case study and poster.- By means of presentations and other work products, students analyzed and critiqued theory, synthesizing theoretical models to utilize with diverse constituencies.- Students utilized theory to inform policy and practice in student affairs as demonstrated by theory to practice paper.

6

CLASS EXPECTATIONS

Class Attendance and Professionalism

One of the most important aspects of the education profession is that of professionalism. Punctual attendance in class is expected. All college policies will be followed. Attendance will be taken. Late assignments will be penalized. Active and informed participation in class is a sign of professionalism.

Disability Disclosure

If you need accommodations because of a disability, please inform me immediately. Please see me privately, either after class or in my office. To initiate accommodation, students must register with the Office of Access Services, Instruction and Support (OASIS) located in room 105 Thompson Hall or call 953-1820 to set up an appointment. This office is responsible for reviewing documentation provided by students requesting academic accommodation and for accommodation in cooperation with students and instructors as needed and consistent with course requirements.

Academic Integrity Statement

As a professional educator, integrity is an expectation. Students of The School of Education at The Citadel are expected to meet the standards set forth in the Citadel Code available at: http://citadel.edu/r3/honor/manual.shtml

“I will not lie, cheat or steal, or tolerate those who do.”

Academic dishonesty violations will be reported and a failing grade will be assigned for the work in question. This class will follow The Citadel Honor Manual regarding plagiarism: "Plagiarism is the act of using someone else's words or ideas as your own without giving proper credit to the sources:

When you quote another's words exactly you must use quotation marks and a footnote (or an indication in your paragraph) to tell exactly where the words came from, down to the page number(s). When you mix another's words and ideas with your own in one or more sentences, partially quoting the source exactly and partially substituting your own words, you must put quotation marks around the words you quote and not around your own. Then you cite the source, down to the page number(s).

When you paraphrase another's words or ideas, that is, when you substitute your words for another's words, but keep their idea(s), you do not use quotation marks, but you must cite the source, down to the page number(s).

When you use only another's idea(s), knowing that they are the other's ideas, you must cite the source of that idea or those ideas, down to the page number(s).

Citing the source means giving, as a minimum, the author, the title of the book, and the page number. (Source: The Citadel Honor Manual)

7

GRADING CRITERIA, PROCESS AND METHODS OF ASSESSMENT

COURSE REQUIREMENTS % WEIGHTING OF COURSE REQS.

1. Discussion facilitation on a application of theory to current problem/issue/concern

20%

2. Theories Table 20%3. Poster Presentation 20%4. Theory to Practice Paper 20%5. Informed Participation/Professionalism/Dependability 20%Total 100%

Grading Scale

The following grading schema will be utilized for this class: A = 94 – 100B = 85 - 93 C = 75 - 84F = Below 75

Grading Policy

Assignments are detailed in the syllabus. Unless it is a dire emergency, I do not accept late work; however, if you submit late assignments, the following policy applies: Late papers will not be accepted without penalty. Five points per day will be deducted for late papers. Students with unusual circumstances should discuss alternate deadlines with the instructor in advance of date assignment is due.

An “A” grade is one in which student’s work reflects exceptional mastery of materials, concepts, and application of these concepts; taking responsibility for own learning; critical thinking; synthesis of material; linkage of theory to practice.

A “B” grade represents a basic understanding of material. The student connects theory to practice but only adequately, not in high level or complex fashion.

A”C” represents inadequate graduate work. This grade would reflect a minimum understanding of concepts of Student Development theory, a lack of critical thinking skills, and inability to make connection between theory and practice.

Grades of incomplete will be granted only under dire circumstances and after consultation with the instructor. Incompletes will not be granted simply because more time is desired to complete coursework.

Grades will be a composite for the participant’s work in the course, including:

1. Completion of assigned readings.2. Participation in class discussion and activities as well as attendance.3. Development and facilitation of a discussion of theory application to a current problem/issue/concern on a theory to be assigned.4. Completion of Theories Table5. Completion of a student development theory application and practice paper.

8

6. Completion of case study/poster.

COURSE ASSIGNMENTS

Readings and Other Media

Students are responsible for the assigned readings. Your professional growth and development as well as classroom success are dependent upon your reading, discussing and sharing of assigned resources. Text readings are specified on the syllabus. Additional readings may be assigned. In the first 10 minutes of some classes we will have open-ended class discussion questions. Your participation will reflect your comprehension of the required reading.

As part of the class, you will also be asked to utilize popular films, books and other contemporary media with the intention of using and applying the theories. Failure to have familiarized yourself with these media or resources recently will result in you not being able to fully participate in class activities. You are responsible for taking active responsibility for your learning and that of your peers. If the instructor deems that the class is not reading and discussing adequately, unannounced pop quizzes may be conducted throughout the semester and the grading scale adjusted as necessary.

Collaborative Learning Process-Attendance/Participation/Papers/Project

Graduate school is a learning process—one in which you learn from readings, the instructor, your peers as well as class activities. Thus, it is expected that you will treat your peers with respect—this respect includes allowing for differing opinions, not interrupting others and not demeaning others comments. Class will reflect professionalism through professional scrutiny and analysis and synthesis of our own work and that of others. As a part of this professional responsibility, each student is responsible to the instructor and other students to be prepared and able to engage in group discussions and activities, attend class and outside meetings, value the richness of classmates’ diversity, be punctual, dress appropriately and respect yourself and each other at all times.

Attendance

It is expected that you will attend and be prepared to fully participate in each class. By participation, the instructor assumes you have read and/or viewed the assigned materials and are able to engage in thoughtful discussion of the topic. Your discussion should be on the level that it enhances classmates learning and adds to the understanding of the topic being discussed. The participation grade will be based on your ability to do this. While the instructor recognizes that everyone is not an extravert, part of being a professional is to become comfortable contributing to and actively participating in class and group activities. It is also expected that you will attend all classes. The instructor understands also that at times we have circumstances that require our presence elsewhere. This may be an illness, job interview, conference attendance, child care issue, etc. While all of these are legitimate reasons for missing a class, absences are not acceptable and may result in a loss of points. Missing two or more classes will incur an additional penalty of a loss of ten points on the final class grade).

Participation Rubric

Involvement in class discussion and in all class activities is an important aspect of this course and a primary means for learning material. Class participation is also a means for helping students develop

9

communication and interpersonal skills. Good participation is not simply excessive talking or speaking at least once in every class. Examples of good participation include:

*presenting good examples of concepts*building upon comments of others*adding insightful and interesting comments*posing good questions*listening and responding appropriately to others*attending all class meetings and being on-time*turning off all cell phone, laptops, and pagers for the duration of the class (except when such devices are required for on call and emergency contacts)*using laptops appropriately to enhance learning, not reading emails, instant messaging or shopping*excusing yourself from class temporarily if involuntary behaviors (e.g. drowsiness) distract you or others

Excellent Participation--Informed contributions, indicates ones has read and is up to date in student affairs, leads discussion, offers pertinent and succinct information without dominating the conversation, invites others in the class to participate in the discussion and is open to sharing about topic

Above Average Participation--Contributes to discussions begun by instructor or peers, shares information that is pertinent and helpful in processing a topic, follows up to reiterate or contradict a point made by someone else, and shares opinions yet may not indicate knowledge of reading materials or up to date information

Average Participation--Reacts to the contributions of others, responds when called upon by the instructor or peers, shows that one is following the class discussions yet does not contribute often and does not lead conversations

Below Average Participation--Present in class, lack of participation, may go many classes without contributing to conversations, and displays attitude of boredom or apathy

Poor Participation--Absent without prior discussion, lack of participation, sleeping, responding in manners that inhabit learning and growth, and blatant disrespect for peers and instructor.

ASSIGNMENTS

1) Facilitated discussion of an application of theory to current problem/issue/concern. A Theory will be assigned to each student. 20pts. Date: As assigned

1. Your task is to design and facilitate a presentation/activity to help the class understand an application of a theory to be assigned. To a current issue in higher education. You will have 30 minutes for this activity.

2. To illustrate the concern, identify a current (last 3 months) media report about a student problem/issue/concern that you think is important for student development professionals to understand. Consider the sources below for current media reports, but feel free to use any media sources you find.

3. In light of college student development theory, facilitate a discussion about the current problem/issue/concern faced by college students.

10

4. The goal is to help classmates, who will have read about the theory in your text, with learning how to apply the theory.

http://www.campusreform.org/https://www.insidehighered.com/http://www.huffingtonpost.com/college/Also See: Useful/Interesting Websites (below)

5. Deliverables:

- Prior to the day of your discussion, supply a copy of the article to classmates and instructor.

- Discuss the article and your professional (or graduate student) opinion about the article and the current problem/issue/concern.

- Engage classmates in a brief discussion about the article.

2) Theory to Practice Paper (20pts) - Due February 24

Write a 5 – 7 page formal paper that examines how theories assist and inform Student Affairs practice in regard to a specific department or area of student services, e.g., Rez Life, Dean of Students, Career Services, etc. Your paper will discuss how the concepts, assumptions, assessment tools and applications of a student development theory guide Student Affairs practice.

1. Question to guide your paper: How do (at least 2) student development theories guide and inform our programs and practices in the ________________ office? (5pts)

2. Present evidence of use of theory from: - At least 2 current (last 5 years), peer-reviewed journal articles - At least 2 recent (2015/2016) media/web resources

3. Discuss in detail how the theory is utilized in program development and practice using 2 student development theories, i.e., how does theory identify and address student needs, develop policies, design programs and create healthy campus environments (5pts)

4. Describe current best or promising practices and/or model programs. The promising practices and/or model programs must connect to the theories you have discussed (5pts).

- Identify and describe theory use in at least 2 specific and current (last 5 years) IHE student development programs. - Clarify how the promising practices and/or model programs you found connect to the theories you selected.- Your sources must include at least 2 peer-reviewed journal articles to discuss promising practices and/or model programs to address the problem/issue/ concern.- Use at least 2 additional articles (of any kind) or media report concerning IHE promising practices and/or model programs.

5. Use APA format. (5pts) In writing a professional paper, you need to cite any ideas that are not your own. The content and format of the paper are both important. Use headings to identify different sections on the paper. Additionally, all written assignments should be carefully proofread for spelling,

11

grammar, and syntax. Remember to put page numbers, running head, and to use 5th edition APA Manual to cite authors and to develop your reference page.

6. All papers are to be typed, double-spaced and follow the American Psychological Association style manual (5th ed.); should be 12 pt. font (Times New Roman or Arial); 1” margin on all sides. Assignments containing multiple errors may be returned, not graded, for revision and resubmission.

The number and quality of Web and Internet resources has grown exponentially in recent years. However, for scholarly work, class projects and class assignments, exercise caution in using this information and attempt to ensure that the information being reported is from a reliable resource. The best scenario is when the information can be also located via other sources.

3) Theories Table – Due March 3

The purpose of this assignment is to organize and synthesize the major theories into a practical and succinct format that identifies major theses, publications, assessment tools, criticisms and applications.

1. A suggested template will be provided as a separate document.

2. Briefly, list or outline material in your own words.

3. If you use resources other than the text, cite your sources very carefully.

4. You may not collaborate with others concerning the content of your table.

5. Create in Microsoft Table format.

4) Theory Application Case Study Poster – Presentations March 3

Each student will create a conference style poster that will be presented during the last class meeting.

1. First, interview an undergraduate student and develop a summary of the information you learned in your interview. Create an informal model of development for this student,

2. Next, compare your model to existing models and provide a critique of existing models in relation to what you learned from this student about their experiences in higher education (e.g., psychosocial identity, such as a racial, ethnic, gender or religious identity, an experience such as being a returning adult learner, international student or first-generation college students).

3. This project will culminate in a conference-style poster presentation on the last night of class. We will discuss the specifics of the poster formatting, but you should include a title, brief description of your subject and interview, a summary of the student’s story, brief explanation of the components of your informal model (ideally accompanied by a graphic), an overview of comparison of your theory to existing theory (either in text or graphic format).

4. The poster will be presented by being projected electronically and is NOT intended to be printed out full sized but rather as an 8.5 X 11 handout for the class.

5. Formatting and other info regarding this assignment will be provided on a separate handout.

12

6. You will also need to prepare and bring for each class member a double-sided, one page handout, including any reference citations.

Class dates(Tuesdays)

Class Schedule*

The week-by-week course outline and assignments follow. Students should prepare for each class by reading the assigned chapters and articles. You earn two points each week just for attending and participating in class (and two points are deducted from your final average for each class missed).

*This course outline may be modified as needed. Assignments are in bold face.Jan 5 1. Intro and Overview of College Student Development

2. Introductions, course overview and clarification of assignmentsJan 12 1. Facilitation activity – Josselson, Chickering

2. Understanding and Using Student Development Theory – Ch 1 & 23. Foundational Theories

3 Psychosocial Identity Development 474 Chickering’s Theory of Identity Development 64

Jan 19 Remote Class: Use this evening for self-directed work on assignments. Assignment: One page plan/preliminary outline for Theory to Practice Paper due 1/20.

Jan 26 1. Facilitation activity – Perry, Kohlberg2. Foundational Theories (Cont.)

5 Perry’s Theory of Intellectual and Ethical Development 826 Moral Development Theory 99

Feb 2 1. Facilitation activity – Kolb, Gilligan, Schlossberg2. Foundational Theories (Cont.)

7 Later Cognitive Structural Theories 1198 Kolb’s Theory of Experiential Learning 136

3. Integrative Theories 10 Development of Self-Authorship 17611 Development of Faith and Spirituality 19412 Schlossberg’s Transition Theory 212

Feb 9 Remote Class: Use this evening for self-directed work on assignments. Assignment: Draft of Case Study Poster due 2/10.

Feb 16 1. Facilitation activity – Cross, Cass2. Social Identity Development

13 Social Identity: Concepts and Overview 23314 Racial Identity Development 25215 Ethnic Identity and Acculturation 27116 Multiracial Identity Development 28817 Sexual Identity Development 30518 Gender and Gender Identity Development 327

Feb 23 Remote Class: Use this evening for self-directed work on assignments. Assignment: Theory to Practice Paper due 2/24

Mar 3 Case Study Poster Presentations

13

Journals that May Be Useful for Completing Assignments: Journal of College Student Development College Student Affairs Journal NASPA Journal Journal of College Counseling Journal of Counseling and Development Journal of College and University Student Housing Student Affairs Online Journal of College Orientation and Transition About Campus Counselor Education and Supervision Adult Education Quarterly American Educational Research Journal Change Chronicle of Higher Education Jossey-Bass Monograph Series: “New Directions Student Services” Journal of American College Health Journal of Counseling Psychology Journal of Higher Education Journal of Multicultural Counseling and Development Research in Higher Education Review of Educational Research Review of Higher Education

Useful/Interesting Websiteswww.apastyle.org/index.html (APA style manual home page) www.acenet.edu (American Council on Education) www.naspa.org (National Association of Student Personnel Administrators) www.myacpa.org (Association of College Personnel Administrators) www.chronicle.com (The Chronicle of Higher Education) www.aahe.org (American Association for Higher Education) www.ashe.ws (Association for the Study of Higher Education) www.aera.net/divisions/j (Division J: Postsecondary Education of the American Educational Research Association)www.Studentaffairs.com (a privately maintained site with excellent links, including instructions to sign up for listservs related to student affairs)www.Higher-Ed.org (a private higher ed resource site; links to many useful and interesting higher ed sites)www.insidehighered.com (an international, online news site about higher education)http://www.campusreform.org/https://www.insidehighered.com/http://www.huffingtonpost.com/college/

 

14