EPC 695S • Hammond Spring 2008
California State University, Northridge
Michael D. Eisner College of Education
Department of Educational Psychology and Counseling
EPC 695 S
Seminar in Selected Studies:
Capstone Course in College Counseling/Student Services
Spring 2008
Wednesdays, 4:00 p.m. - 6:50 p.m.
Classroom: Jacaranda Hall (JD) 2522 Office hours: By appointment (677-2391)
Instructor
Debra L. Hammond
Executive Director
University Student Union - Sol Center
(818) 677-2390 direct
(818) 677-2491 office
Office Hours: By Appointment
Conceptual Framework
Regionally focused and nationally recognized, the Michael D. Eisner College of Education is committed to Excellence and Innovation. Excellence in the acquisition of professional knowledge, skills, and dispositions is evidenced by the growth and renewal of ethical and caring professionals – faculty, staff, candidates – and those they serve. Innovation occurs through collaborative partnerships that represent communities of diverse learners who engage in creative and reflective thinking. To this end we continually strive to achieve the following competencies and values that form the foundation of the Conceptual Framework:
Excellence in professional and academic preparation Collaborative partnerships
Evidence of growth and renewal Communities of diverse learners
Ethical and caring professionals Creative and reflective thinking
Course Description
This class examines theories and develops applied skills for the new student affairs professional in leadership, supervision and management, training, advisement, programming, visioning and budgeting and fiscal affairs.
Themes: Advancing learning, teaching, and student success
Course Objectives
Students will learn:
1. appropriate advisement strategies and techniques [CACREP Student Affairs Specialty standards: A.7, C.7, C.8, C.9]
2. knowledge of and interventions appropriate for addressing issues that may impact the functioning and development of college students [Student Affairs Specialty std.: C.8]
3. elements of and considerations for creating effective training and development opportunities [Student Affairs Specialty standards: A.5., A.6, A.7; B.4; C.5, C.11]
4. effective leadership theories and apply them to management roles in student affairs [Student Affairs Specialty standards: A7; C.1, C.2]
5. theories and methods of personnel selection, supervision, and performance evaluation. [Student Affairs Specialty standard: C.5]
6. and apply strategies and philosophies for effective budget development and revenue generation in student affairs [Student Affairs Specialty standard: C.2, C.5, C.6]
7. how to utilize standards and guidelines to evaluate effectiveness of various student affairs departments [Core stds.: II.K.8.c; Student Affairs Specialty standard: B.5]
8. to design, implement and evaluate effective programs in the student affairs arena [Core stds.: II.K.8.d; Student Affairs Specialty standards: A.5, C.1]
9. the basic components of various leadership techniques including supervision, project management, goal setting, collaboration, visioning and change management for effective self-management and leadership of others [Student Affairs Specialty stds.: C.2, C.3, C.11]
10. theories and methods of consultation in student affairs [Student Affairs Specialty std.: C.12]
Required Texts
Liddell, D. L., & Lund, J. P. (Eds.). (2000). Powerful programming for student learning: Approaches that make a difference. New Directions for Student Services, 90.
Komives, S. R., Love, P., & Woodard, D. B. Jr. (2000). Leadership and management issues for a new century. New Directions for Student Services, 92. San Francisco: Jossey-Bass.
Recommended Text
American Psychological Association. (2001). Publication manual of the American
Psychological Association (5th ed.). Washington, DC: Author.
Methods of Instruction
Course content is delivered by a combination of lecture, seminar, small group discussion and supervised practical application in the classroom and in small groups outside the classroom. As this is a course offered in the fourth semester of the graduate program, college counseling students have already built rapport and it is expected that students will work collaboratively and professionally with one another. Active class participation is expected.
Class Requirements
15% - Class Participation
10% - Current Issues Reflection
· Due February 6
25% - CAS Standards Project
· Due April 2
20% - Training and Development Exercise
· Due April 30
30% - Final Group Presentation
· Due May 14
Grading Scale
A 93% - 100%
A- 90% - 92%
B+ 87% - 89%
B 83% - 86%
B- 80% - 82%
C 70% - 79%
Tentative Course Schedule
SESSION / COURSE OUTLINE / READING/ASSIGNMENTSSession 1
January 23 / Course Content, Assignments, Requirements, Expectations, Value and Learning Outcomes Assessment
Session 2
January 30 / Mission, Vision and Values / Handouts
Expectations Assignment due
Session 3
February 6 / Council for the Advancement of Standards / Handouts
Current Issues Reflection due
Session 4
February 13 / Program Planning, Development and Evaluation / Liddell & Lund
pages 5-33 & 45-56
Session 5
February 20 / Program Planning, Development and Evaluation / Liddell & Lund
pages 57-65
Session 6
February 27 / Program Marketing and Evaluation / Handouts
Session 7
March 5 / Multicultural Programming Planning, Advisement and Evaluation / Liddell & Lund
pages 67-78
Session 8
March 12 / Leadership and Management Theories / Handouts
Woodard, Love & Komives
pages 81-91
March 19 / No Class – Spring Break
Session 9
March 26 / Training and Development, Learning Styles / Handouts
Woodard, Love & Komives
Pages 49-60
Session 10
April 2 / Grant Writing, Revenue Generation and Budget Development / Handouts
CAS Standards Project due
Session 11
April 9 / Budget Development, Fiscal Monitoring and Accountability / Handouts
Woodard, Love & Komives
Pages 71-80
Session 12
April 16 / Goal Setting, Visioning and Strategic Thinking / Handouts
Session 13
April 23 / Leadership, Management and Supervision / Handouts
Session 14
April 30 / Personnel selection, Supervision, and Performance Evaluation Theories and Methods / Handouts
Training & Development Exercise due
Session 15
May 7 / Change Management, Principles of Good Practice and Emerging Competencies / Handouts
Session 16
FINAL
May 14 / Final Presentation / Final Group Presentation Due
Expectations
Students are encouraged to suggest new reading, projects or course activities, and to challenge the ideas of the instructors and other students as presented in the course materials.
Students are encouraged to relate outside events or activities to the subject areas covered in this course.
Student behavior in the classroom and regarding all assignments is, at minimum, guided by the rules and regulations described in the CSUN Catalog and Schedule of Classes. Those who are planning to enter or are already in the counseling and educational fields have a particular duty to model ethical conduct both in the classroom and in their work.
Poor writing performance on assignments, including incorrect grammar usage and sentence structure, may affect your grade on the assignment.
Attendance at all scheduled course sessions is expected. The course is cumulative and losing one session will result in a loss of continuity. If you have an emergency and cannot attend a session, please contact us by e-mail or phone, prior to the start of class. More than one absence may affect your grade for the class.
Late assignments will not be accepted (unless there is an emergency).
Students should be aware of the amount of time necessary to prepare for and to do well in a graduate course. Students need to devote approximately six to nine hours per week to prepare for this class (approximately three hours per week for each unit).
Students are encouraged to purchase a two or three inch, 3-ring binder in order to maintain the handouts that are distributed in class. Suggested sections for the binder include:
1. Advisement
2. Budgeting
3. Change Management
4. Goal Setting/Strategic Planning
5. Leadership
6. Management/Supervision
7. Marketing
8. Mission/Vision/Values
9. Multicultural Programming
10. Program Planning/Evaluation
11. Revenue Generation
12. Standards/Guidelines
13. Training and Development
2001 CACREP Standards Addressed in EPC 695S (Capstone)
• (Core Standards) PROFESSIONAL IDENTITY [II.K.8.c, II.K.8.d]:
Studies that provide an understanding of all aspects of professional functioning
c. use of technology and statistical methods in conducting research and program evaluation, assuming basic computer literacy; and
d. principles, models, and applications of needs assessment, program evaluation, and use of findings to effect program modifications.
• (Student Affairs Specialty) FOUNDATIONS of Student Affairs [A.5, A.6, A.7]
5. models for designing, managing, and evaluating student affairs programs, including the use of technological applications;
6. models and methodologies of program development and implementation that use professional standards and other resources; and
7. the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, and physical and mental status, and equity issues in student affairs.
• (Student Affairs Specialty) CONTEXTUAL DIMENSIONS of Student Affairs [B.4, B.5]
4. methods of needs assessment that are applicable to college student populations; and
5. systematic assessment techniques that are applicable to higher education environments.
• (Student Affairs Specialty) KNOWLEDGE & SKILL REQUIREMENTS FOR STUDENT AFFAIRS PROFESSIONALS [C. 1, C.2, C.3, C.5, C.6, C.7, C.8. C.9, C.11, C.12]
1. theories and models of organizational behavior and consultation that include planning and evaluation of higher education programs.
2. theories, models, and practices of leadership, organizational management, and program development.
3. methods of and approaches to organizational change, decision-making, conflict resolution.
5. theories and methods of personnel selection, supervision, and performance evaluation.
6. history of current practices of policy making, budgeting, and finance in higher education.
7. knowledge and skills related to personal, social, educational, and career planning and development for college students;
8. knowledge of issues that might affect the development and functioning of college students (e.g., attention deficit hyperactivity disorder, sexual assault, various disabilities, eating disorders, substance abuse, stress) and the methods and procedures that are designed to prevent, cope with, and/or deter them and promote healthful living;
9. application of procedures to ensure academic success (e.g., study skills, tutoring, academic advising);
11. methods and procedures for student leadership training and development
12. consultation skills for working with faculty, professional staff, and student families in areas related to student development and welfare;
Some of these standards are also addressed in other courses as well.
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