Textbooks:

Student Development in College
by Nancy Moore, Deanna S. Forney & Florence Guido-DiBrito
Jossey-Bass (1998)

This course will examine the development of the college student; i.e., theoretical models, sociocultural foundations, developmental program designs, and assessment techniques as they pertain to American College Students. It is designed to give students a thorough understanding of the developmental processes that tend to be common to all students striving to negotiate the collegiate environment. Student Affairs professionals need this type of knowledge and understanding if they are to be successful in responding to student needs via effective program development and implementation.

Upon completion of this course students should be able to demonstrate:

1. An understanding of the historical context of higher education and how its purposes are inherently linked to the educational mission of Student Affairs.

2. An understanding of the sociocultural foundations of higher education, including the traditional Western perspective as well as the influence of other cultures.

3. An indepth and pragmatic understanding of the various theories of college student development, including the psychosocial theories of Erikson and Chickering, the cognitive-structural theories of Kohlberg, Gilligan, and Perry, Kitchener, and King, and the typological theories of Jung and Myers-Briggs.

4. An understanding of how these theories are applicable to Student Affairs practice in the facilitation of personal development, social development, and career development.

5. An understanding of the behavioral and environmental implications of student development theories.

6. An understanding of the implications of student development theory for the delivery of student services such as programming, discipline, and education.

7. An understanding of how student development theory is inherently linked to outcomes assessment in areas such as individual and collective student outcomes and institutional outcomes.

8. An understanding of how student development theory affects research, current practice, and the planning process in Student Affairs.

9. An appreciation of the importance of student development theory to the Student Affairs profession.

10. An appreciation of the complex nature of student development.

11. An appreciation of the stresses that inherently impede upon students within higher education and how those conditions affect the potential for success in fostering and maintaining coherent and focused student development.

(1) "Workshop" Development & Presentation. Each member of the class will be placed on a team for the purpose of developing a mini-workshop focusing on the programmatic implications of a particular student development theory. Workshops should be designed so that they can be utilized as training vehicles for professional and paraprofessional staff working in the delivery of student services. Each team will be expected to present their workshop (1) to the class for cirtical analysis and feedback, and (2) to an "outside" audience; i.e., as a staff development session, as a staff training exercise, etc. Workshops should last approximately one (1) hour.

(2) Workshop Resource Guide. Each team is required to produce a Resource Guide for their workshop which includes a brief description of the theory on which it is based, any supporting information the team deems appropriate, and all "training" materials developed for the workshop along with an explanation of their purpose and how they are used within the workshop context. Complete copies of the Resource Guide are to be distributed to each class member.

(3) Final Exam. At the conclusion of the class, students will complete a final exam which will give them an opportunity to demonstrate what has been learned throughout the semester. The final exam will be essay and cover the full content of the course. We will review prior to administration of the final; everyone who participates in the class throughout the semester should have no difficulty with the final.

(4) Attendance/Participation. Each student is expected to participate extensively in class experience; i.e., attend all class sessions and be prepared to contribute meaningfully at those sessions. Each student is expected to read any assigned materials in depth prior to the class period in which they will be discussed.

The final course grade will be determined as follows:

Workshop Development & Presentation ......... 30%
Workshop Resource Guide ............................ 20%
Final Exam ..................................................... 30%
Attendance/Participation ................................. 20%
TOTAL POINTS POSSIBLE.................... 100%