American College Student and The Campus EnvironmentEPC 622

Fall 2008

Wednesdays, 4:00 -6:45 p.m.

Location: Juniper Hall – JH 1107

InstructorsDebra L. Hammond

USU Executive Director

University Student Union

SolCenter – Office 226/227

(818) 677-2390 or (818) 677-2491

(818) 677-3615 (fax)

Office Hours: By Appointment

Richard Cortés

Counselor

GlendaleCommunity College

(626) 376-0919 (cell)

Office Hours: By Appointment

Course

DescriptionThis course examines various college student developmental theories as they pertain to college students, student development approaches, environmental assessments, and the development of intervention strategies.

Conceptual

Framework

MichaelD.EisnerCollege of Education

CaliforniaStateUniversity Northridge

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 Objectives1. To understand and critically analyze historical and contemporary theories of college counseling as they pertain to college students. [CACREP Specialty Stds: B.1, B.7]

  1. To be able to link developmental models to practice in student affairs. [Specialty standards: B.1, C.4, C.10]
  1. To be aware of the attitudes, behaviors, characteristics, needs and values of various groups of traditional and non-traditional, diverse students in higher education. [Core standards: II.K.2.A-E; Specialty standards: B.2, C.8]
  1. To understand the impact of the campus environment on student developmental needs. [Specialty: B.3, C.7]
  1. To understand the theoretical base, historical role and current models of student development approaches. [Specialty: B.1]
  1. To be able to identify intervention strategies related to student development theory.[Specialty: A.5; C.4, C.9-10]
  1. To understand the role of multi-faceted diversity in college counseling / student affairs work from multiple theoretical perspectives.[Core: II.K.2.F.l; Specialty: A.7]

Course

Requirements

10% -Class Participation

10% -Current Issues Reflection

(3 Pages)

Due September 10

25% - Theory & Critique Paper

(3-5 Pages)

DueOctober 15

15% - Case Study Analysis

(3-5 Pages)

Due November 5

20%-Theory Application and Intervention Case Study Exam

(In Class)

November 26

20% -Group Presentation

Due December 10

Methods of Instruction

Students will engage in the course content via class discussion, in-class paired and group exercises, lecture, videos, and case studies

Required

TextCoomes, M. D., DeBard, R. (2004). Serving the Millennial Generation.

San Francisco: Jossey-Bass.

Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in

college: Theory, research and practice. San Francisco: Jossey-Bass.

Publication manual of the American Psychological Association (5th ed.).

(2001). Washington, DC: American Psychological Association.

Other readings as assigned (which will be distributed in class or sent electronically)

RecommendedHowe, N., Strauss, W. (2006). Millennials and the Pop Culture.United States of

TextAmerica: LifeCourse Associates.

ExpectationsStudents 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 should follow the guidelines of The Declaration of Good Participation.

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 improper grammar usage, spelling, and sentence structure, may affect your grade on the assignment.

Students must proofread all assignments before submission.

All submitted work must be in APA format (unless otherwise specified).

Students are encouraged to purchase a three ring binder to maintain handouts and reading assignments from the class.

Attendance at all scheduled course sessions is expected. The course is cumulative and not attending one session may result in a loss of continuity. If you have an emergency and cannot attend a session, please contact one of 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).

Assignment rewrites: Rewritten papers may be submitted to improve your grade. The average of the two papers will be the final grade for the assignment.

Preparation for the course: 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 6-9 hours per week to prepare for this class (approximately three hours per week for each unit).

Session / Course Outline / Assignments
Session 1
August 27 / Introduction
Course content, Assignments, Requirements, Expectations, Disclosure
Exercise / Handout
Session 2
September 3 / Students of the 90’s
“Frosh” / Coomes/DeBard, Chapter 1,2,3
Course Expectations Due
Session 3
September 10 / Today’s College Student
The Millennial Student
CSUN Students / Handout
Current Issues Reflection Due
Session 4
September 17 / Student Development Theory
Overview, History, Paradigms, Role of Theory, Research, Evaluation
Identity/ Psychosocial Theories / Evans, Part One, Chapters 1,2
Part Two, Pages 55-57
Coomes/DeBard, Chapter 4
Handout
Session 5
September 24 / Student Development Theory
Psychosocial Theories
Identity Development Theories / Evans, Part Two
Chapters 3, 4, and 7
Session 6
October 1 / Student Development Theory
Identity Development Theories
Cognitive Structural Theories / Evans, Part Two
Chapter 7
Evans, Part Three, Chapter 8
Session 7
October 8 / Student Development Theory
Cognitive-Structural Theories / Evans, Part Three
Chapters10,11
Session 8
October 15 / Student Development Theory
Cognitive-Structural Theories / Evans, Part Three
Chapter 9
Theory Critique Paper Due
Session 9
October 22 / Student Development Theory
Person-Environment Theories / Evans, Part One
Chapter 2, pp. 26-27, 29
Handout
Session 10
October 29 / Student Development Theory
Person-Environment Theories
Group Project Work / Handout
Session 11
November 5 / Student Development Theory
Identity Development Theories
Diversity and Multiculturalism on Campus / Evans, Part Two, Chapters 5, 6
Handout
Case Study Analysis Due
Session 12
November 12 / Intervention Strategies/Community Building
Identifying Needs
Environmental Impacts/Community Building
Intervention Strategies / Coomes/DeBard, Chapters 5,7
Session 13
November 19 / Diversity and Multiculturalism on Campus / Coomes/DeBard, Chapter 6
Session 14
November 26 / Theory Application Exam / Theory Application Exam
Session 15
December 3 / Seniors
Identification of Needs
Theory Application and Intervention Methods
Course Evaluation / Evans, Part Five, Chapter 15
Session 16
December 10 / Group Presentations / Group Presentationand Overview Due

The Declaration of Good Participation

WE THE PARTICIPANTS agree to the following guidelines...

We get what we give.

Respect others as you would ask them to respect you. Your level of enthusiasm andparticipation in the process will determine the quality of this experience for you. Silence is an acceptable level of participation at times. You may also pass if you do not feelcomfortable actively participating.

We were born with two ears and one mouth.

We should listen twice as much as we speak. The secret to effective listening lies within our attention and awareness of this ratio.

We assume the role of teacher and student.

No one here should be viewed as “the expert “, the sharing of the collective experiencesand reflections of the class will be the basis for most of our learning here. You are botha teacher and student. Your experiences and opinions matter. Use “I” statements asa foundation for your opinions. If you are citing statistical information or data basedopinions, be sure to cite your sources.

We are the only ones who change ourselves.

You will hear information, opinions, facts, myths, stereotypes that may or may not align with your personal attitudes and beliefs in the class. Some information will challenge you to open your mind and examine a different perspective, and perhaps, develop empathy for others. The open expression of ideas and beliefs is encouraged as part of the process of learning about others and their cultural differences. The information expressed during the class is confidential.

We are all capable of making and learning from our mistakes.

If you say or do something that another participant has questions about, be open to the feedback. If someone causes you to feel uncomfortable, be willing to constructively address the individual. Be willing to apologize and/or accept an apology if youbelieve it is warranted.

We cannot address all of our issues in one class.

This class is just one opportunity for you to pause, take a pulse check, and assess theimportance of these issues in your life. To qualitatively address the personal and societal issues of multiculturalism and diversity, one must make a life-long commitment toon-going education, training and activism.

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