AMERICAN COLLEGE STUDENT AND CAMPUS ENVIRONMENT



American College Student and The Campus Environment EPC 622

Fall 2008

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

Location: Juniper Hall – JH 1107

Instructors Debra L. Hammond

USU Executive Director

University Student Union

Sol Center – Office 226/227

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

(818) 677-3615 (fax)

debra.hammond@csun.edu

Office Hours: By Appointment

Richard Cortés

Counselor

Glendale Community College

(626) 376-0919 (cell)

richardcortes@

Office Hours: By Appointment

Course

Description This 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

Michael D. Eisner College of Education

California State University 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 Objectives 1. 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]

2. To be able to link developmental models to practice in student affairs. [Specialty standards: B.1, C.4, C.10]

3. 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]

4. To understand the impact of the campus environment on student developmental needs. [Specialty: B.3, C.7]

5. To understand the theoretical base, historical role and current models of student development approaches. [Specialty: B.1]

6. To be able to identify intervention strategies related to student development theory. [Specialty: A.5; C.4, C.9-10]

7. 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)

Due October 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

Text Coomes, 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)

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

Text America: LifeCourse Associates.

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 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 |Introduction |Handout |

|August 27 |Course content, Assignments, Requirements, Expectations, Disclosure | |

| |Exercise | |

|Session 2 |Students of the 90’s |Coomes/DeBard, Chapter 1,2,3 |

|September 3 |“Frosh” |Course Expectations Due |

|Session 3 |Today’s College Student |Handout |

|September 10 |The Millennial Student |Current Issues Reflection Due |

| |CSUN Students | |

|Session 4 |Student Development Theory |Evans, Part One, Chapters 1,2 |

|September 17 |Overview, History, Paradigms, Role of Theory, Research, Evaluation |Part Two, Pages 55-57 |

| |Identity/ Psychosocial Theories |Coomes/DeBard, Chapter 4 |

| | |Handout |

|Session 5 |Student Development Theory |Evans, Part Two |

|September 24 |Psychosocial Theories |Chapters 3, 4, and 7 |

| |Identity Development Theories | |

|Session 6 |Student Development Theory |Evans, Part Two |

|October 1 |Identity Development Theories |Chapter 7 |

| |Cognitive Structural Theories |Evans, Part Three, Chapter 8 |

|Session 7 |Student Development Theory |Evans, Part Three |

|October 8 |Cognitive-Structural Theories |Chapters 10,11 |

|Session 8 |Student Development Theory |Evans, Part Three |

|October 15 |Cognitive-Structural Theories |Chapter 9 |

| | |Theory Critique Paper Due |

|Session 9 |Student Development Theory |Evans, Part One |

|October 22 |Person-Environment Theories |Chapter 2, pp. 26-27, 29 |

| | |Handout |

|Session 10 |Student Development Theory |Handout |

|October 29 |Person-Environment Theories | |

| |Group Project Work | |

|Session 11 |Student Development Theory |Evans, Part Two, Chapters 5, 6 |

|November 5 |Identity Development Theories |Handout |

| |Diversity and Multiculturalism on Campus |Case Study Analysis Due |

|Session 12 |Intervention Strategies/Community Building |Coomes/DeBard, Chapters 5,7 |

|November 12 |Identifying Needs | |

| |Environmental Impacts/Community Building | |

| |Intervention Strategies | |

|Session 13 |Diversity and Multiculturalism on Campus |Coomes/DeBard, Chapter 6 |

|November 19 | | |

|Session 14 |Theory Application Exam |Theory Application Exam |

|November 26 | | |

|Session 15 |Seniors |Evans, Part Five, Chapter 15 |

|December 3 |Identification of Needs | |

| |Theory Application and Intervention Methods | |

| |Course Evaluation | |

|Session 16 |Group Presentations |Group Presentation and Overview Due |

|December 10 | | |

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 and participation 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 feel comfortable 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 experiences and reflections of the class will be the basis for most of our learning here. You are both a teacher and student. Your experiences and opinions matter. Use “I” statements as a foundation for your opinions. If you are citing statistical information or data based opinions, 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 you believe 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 the importance 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 to on-going education, training and activism.

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