University of North Texas
College of Education
EDSS 5780
STUDENT IN HIGHER EDUCATION
Syllabus
Spring 2003
Instructor: Gwenn Pasco, Ed.D.
Office Hours by appointment.
Matthews Hall, 105
940-565-2736
E-mail: gpasco@coefs.coe.unt.edu
________________________________________________________________________
COLLEGE OF EDUCATION ADA NON-DISCRIMINATION POLICY
The University of North Texas College of Education does not discriminate on the
basis of disability in the recruitment and admission of students, the recruitment
and employment of faculty and staff and the operation of any of its programs and
activities as specified by federal laws and regulations. The designated liaison for
the Program in Higher Education is Dr. Ron Newsom, 119 Matthews Hall.
Copies of the College of Education ADA Compliance document are available in
the Dean’s Office, 214 Matthews Hall.
The student has the responsibility of informing the course instructor of any
disabling condition that will require modifications to avoid discrimination. The
University of North Texas provides academic adjustments and auxiliary aids to
individuals with disabilities, as defined under the law, who are otherwise qualified
to meet the institution’s academic and employment requirements. For assistance
call (940) 565-2456. TDD access is available through Relay Texas: 1-800-7352989.
________________________________________________________________________
GOAL OF THE COURSE - To increase knowledge and learning in the area of college
student development and how the college environment affects students’ growthsocial, intellectual and emotional
OBJECTIVES OF THE COURSE
1.
To gain insight into the body of knowledge concerning the following aspects of
college students:
a.
The entering student: characteristics, college choices, expectations of
student and college.
b.
Student subcultures and student behaviors.
c.
d.
e.
f.
Student attitudes and values.
Student objectives and needs.
Student from diverse backgrounds
Student development theories and practices.
2. To understand the impact of college programs and the college experience on student
learning.
3. To be able to synthesize knowledge about college students, student development
theories, college impact on students, and environmental factors that affect student
learning.
4. To become familiar with current issues that affect the development and retention of
students; including, but not limited to:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Sexual harassment
Campus dissent
Sexual assault
Other campus violence
Racism and sexism
Alcohol and drug abuse
Intercollegiate athletics
Fraternities and sororities
Emotional stress
Student rights and responsibilities
5. To become familiar with research literature concerning college students and to
take a critical approach in evaluating its relevance to administration and teaching
6. To effectively communicate learning about the student in higher education
7. To be able to synthesize this learning to make informed administrative decisions to
develop and recommend appropriate student affairs policies and programs
TEXTS
Astin, A. W. (1997). What matters in college. San Francisco, CA: Jossey-Bass,
Inc.
Creamer, D.G. & Associates (1990). College student development. Alexandria,
VA: American College Personnel Association.
COURSE REQUIREMENTS
1. Attendance and informed participation in class
2. Think piece on self as a professional
15 points
10 points
3. Research paper
4. Field experience
5. Research Paper Presentation
6. Final
TOTAL
25 points
30 points
10 points
10 points
100 points
1. ATTENDANCE - If you cannot attend class, you are expected to
notify the instructor prior to the class. Failure to attend class may
result in a lowering of the final grade.
2. ARTICLE REVIEWS - Select a current article from a journal related
to college student issues. Make one copy to turn in at the time you
present. Present a brief overview of the article - why you selected it,
what you know about the author, critique as to its relevance to your
interests - (10 minutes maximum) Article reviews may be assigned
periodically during the semester as part of class participation.
3. THINK PIECE - (3 pages) Address why you have selected to
become a college counselor or student affairs professional. What
factors from your background do you believe make you suitable for
this profession? What areas provide a challenge for you? How would
you describe the relationship to students of the ideal professional in
your chosen field?
4. RESEARCH PAPER - (10 pages) Topics should focus on the
college student and student affairs. All papers should be written in
APA style (Publications Manual of the American Psychological
Association, 4th edition, 1994). Papers should include at least seven
references, four of which should be dated 1996 or later and are due
May 6, 2002.
5. FIELD EXPERIENCE - You are required to spend 20 hours at an
institution of higher education working with a college counselor or
student affairs professional. You are expected to select the school and
the person with whom you will be working, formulate a learning plan
and discuss this plan with the instructor by February 4, 2002. Upon
completion of the 20 hours, you will turn in a 5- page paper outlining
your experience and your reflections on that experience. The
reflection should include a reference to what you have learned about
yourself as a continuance of your first paper. Also included in your
paper should be at least two interviews- one with your contact person
(one page),the other with a student on your chosen campus (one page)
- and your response to those interviews.
6. INTERVIEWS should be part of the field experience paper and
should include the following:
a.
b.
c.
d.
e.
f.
Name of school
Characteristics of the campus
Student characteristics
Internship possibilities
Address, phone number and a contact person
Who did you interview? - (PROFESSIONAL) Title? Education
and degree? Responsibilities? Career goals? What do they see
as job prospects for the field? - (STUDENT) Gender, ethnicity,
year, major? Involvement? Career goals? What does s/he see
as the major issues facing today’s students?
g. Additional information as appropriate
Interviews should be succinct and in outline form.
7. CLASS PRESENTATION – This is a formal presentation of your
research paper. It should be conducted as you would a paper
presentation at a professional conference. Points will be assigned as
follows:
Thoroughness of paper overview
6 points
What interested you and why?
2 points
How can this information impact
higher education and student affairs?
2 points
TOTAL
10 points
8. FINAL
The class final is the review of an article on the college student.
COURSE OUTLINE
Introductions and course overview
Studying College Impact
Impact of college environments. Theories of adult development.
Supporting academic success. Promoting the positive in interpersonal
relationships. READ: Astin, preface-31; Creamer, 3-27.
SELF AS COUNSELOR/STUDENT AFFAIRS PROFESSIONAL
DUE.
Environmental Variables
Assessing the impact of college environmental variables.
READ: Astin,32-104; Creamer,127-154.
Field Experience Approved- Turn in school selection, the person with
whom you will be working and a learning plan. (2-page MAXIMUM)
Field Experience
Focus on what you have learned about college impact from the student
perspective. How do models and methodologies of program development
reflect this impact?
Personality and Self-Concept
Focus on student outcomes in these areas. READ: Astin,105-140;
Creamer, 99-126.
RESEARCH TOPIC TURNED IN
Patterns of Behavior
Issues that may affect the development and functioning of college students
and how these issues are addressed. READ: Astin,165-185
Attitudes, Values, Beliefs
Characteristics of students. Methods to promote healthy
interpersonal relationships. READ: Astin,141-164.
Academic and Cognitive Development
Promoting academic success READ: Astin, 186-272;
Creamer, 81-98.
SPRING BREAK
RESEARCH PAPER
College Satisfaction and Environmental Effects
Impact of college environment. READ: Astin, 273-364, Creamer,
155-180.
Effects of Involvement
How does student involvement impact retention and academic
success? READ: Astin, 365-437
Implications for Educational Theory and Practice
Issues, problems, opportunities and trends in student development.
Ethical implications. READ: Astin, 365-396; Creamer, 195-216.
FIELD EXPERIENCE DUE
Presentations
Presentations
FINAL
RESEARCH PAPER DUE