1. An understanding of the characteristics of contemporary college students -- both "traditional" and "non-traditional"; i.e., commuter students, older students, women students, students with disabilities, minority students, international students, etc.
2. An understanding of the issues facing contemporary college students; i.e., developmental concerns, mobility problems, financial constraints, part-time vs. full-time options, major/career choices, multiple life roles, and attitudes and values.
3. An understanding of the barriers college students typically face; i.e., situational barriers, dispositional barriers, and institutional barriers.
4. An understanding of the concerns relevant to contemporary college students that have implications for the effective delivery of student services programming; i.e., educational reform, remedial education, diversity and 'political correctness', marketing strategies, enrollment and retention, etc.
5. An understanding of outcomes assessment as it relates to contemporary college students; i.e., environmental assessment strategies, student needs assessments, and research and practice into the outcomes assessment process.
6. An understanding of the parameters of student/institutional "fit" within the collegiate situation.
7. Enhancement of critical ethical, management, supervisory, advising, decision-making, interpersonal, and attending skills.
8. An appreciation of the diverse nature of contemporary college students and the tremendous educational and societal advantage this precipitates.
9. An appreciation of the integrated nature of Student Affairs and how the profession continually strives to foster and promote student development among the entire student population.
10. An appreciation of the stresses that inherently impede upon contemporary college students and how those conditions affect potential for success both in postsecondary education and life in general.
11. Enhancement of respect for higher education, the profession, students, individual and collective differences.
(1) Group Presentation. Each member of the class will be placed into a small group for the purpose of developing a class presentation on a topic selected by the instructor. Presentations should be interesting, relevant, creative, involve the entire class to some extent, and last approximately one class period.
(2) Group Paper. Each student is required to contribute toward the production of a group research paper dealing with the topic assigned for their group's presentation. The paper should provide some background information, but should be primarily proactive; i.e., it should focus on solutions instead of merely defining problems. Two copies are to be submitted to the instructor by the due date; an outline of the paper and the reference section are to be distributed to each class member.
(3) Final Exam. At the conclusion of the course, 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. 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 the 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.
