EPE 174: Theories of College Student Success University of Kentucky Spring 2016 Instructor: Contact Information: Office: 306 B Complex Commons Building Office Hours: Sections/Classroom: Required Textbooks: o There are no assigned books for the course. Readings are from various articles and books. Students will have access to the readings through UK Library or links to external sites. EPE 174 is a UK Core class that meets requirements for foundations of inquiry in the social sciences. The course is designed to introduce 1st and 2nd year students to the field of higher education, namely the areas of college student development, post-secondary institutional organization, college teaching and learning, and the current issues in campus life. An additional objective of the course is to provide opportunities for experiential learning, self-assessment, and the development of critical reading and reasoning skills to help students improve their academic performance. This course provides an undergraduate introduction to the material covered in Educational Policy Studies and Evaluation (EPE) graduate courses; namely EPE 674 Theories of Student Development and EPE 612 Introduction to Higher Education. Course Objectives: Upon completion of this course, students will: Recognize and apply general knowledge of social reproduction theory in college access and progress to degree Discuss philosophical rationale for general education and demonstrate an understanding of differences in disciplinary knowledge communities Understand and apply concepts of self-regulated learning and motivation theory Identify and analyze current issues facing college students using appropriate theories of student development Recognize issues of identity development, diversity, and campus climate relative to college student retention and engagement Identify a research question relative to the study of college student success Apply basic knowledge of inquiry techniques to explore that research question Develop personal strategies for critical reading of collegiate reading materials, including text books and journal articles Student Responsibilities and Classroom Policies: Be Prepared! This means both read and understand the material we are covering. If you do not understand something, ask prior to the beginning of class. Media devices will be used as such devices pertain to class! The class may require online or text message responses to questions. There may also be times where students will find it helpful to take notes. Otherwise, electronic devices (i.e., tablets, phones, laptops, etc.) should be put away. If a student has an emergency or needs to receive a phone call, this should be discussed with the instructor. Repeated offenses of this policy will result in a loss of points. Check your email and canvas regularly! Correspondence for this course will occur via email. Assignments will be turned in via Canvas at the beginning of class on the assigned date. o Late assignments will be penalized 1 letter grade per day for 3 days. No late assignments will be accepted more than 3 days late, unless prior approval is received from the instructor. Be present and on time! Attendance in class and for meetings with the instructor is required. Course success is dependent upon student participation and completion of in-class discussions, activities, projects, and meetings. o Per university policy, if you miss more than 20% of all class meetings (6 or more); you will automatically fail the class. If a student has a university-accepted reason for an absence (see http://www.uky.edu/Ombud/ForFaculty_ExcusedAbsences.php for details) to be excused from class, the student must notify the course instructor in advance. o Any absence not explained before class is unexcused (except in case of a life-threatening emergency). Three unexcused absences will result in your final grade be lowered by one letter grade. Assignments: Grades will be determined by the percentage of points earned. Participation (including mandatory meeting with instructor during first three weeks) (20%) Your College Access Story (10%) Exploring the Disciplines Group Project (15%) Retention Policy Memo (15%) Identity Theory Case Study Analysis (20%) Self-Regulated Learning Capstone Project (20%) Grades: Grades are based on a 100 point scale: o A: 90-100 points or 90-100 % o B: 80-89 points or 80-89% o C: 70-79 points or 70-79 % o D: 60-69 points or 60-69 % o E: < 59 points or < 60 % Academic Honesty/Integrity: According to university policy, “Students shall not plagiarize, cheat, or falsify or misuse academic records” [US: 3/7/88; 3/20/89]. Refer to section 6.3.0 Academic Offenses and Procedures of the University Senate Rules for full details on this policy. Students should properly cite all work. Failure to do so could result in disciplinary actions being taken. Accommodations: Students with a disability as documented by the Disability Resource Center are encouraged to contact the instructor as soon as possible. Students who have a disability or special circumstance, but have not contacted the Disability Resource Center (http://www.uky.edu/StudentAffairs/DisabilityResourceCenter/) should do so immediately. Contacting the instructor: Feel free to email me with questions or concerns. I will check my email in the morning and again at night. However, during the day I may not have consistent access to email. If you do not receive a reply from me within 24 hours, feel free to email me again. There are times I do not check email. Do not expect a reply from me after 9 PM Monday-Thursday and from 5 PM Friday until 7 AM Monday morning. Do not let this discourage you from emailing me, just be patient. Academic Enhancement: Students are strongly encouraged to make use of the services provided to all students at the University of Kentucky, especially the free Peer Tutoring service provided by Academic Enhancement at The Study (third floor of Commons on south campus) and The Study North (first floor of Champions Court 1). Tutors are available for most all freshman courses. Be proactive; don’t wait until you’re struggling! Hours are Monday-Thursday 2-10 pm; refer to uky.edu/AE for hours and courses covered. Schedule of Classes and Readings Where to find readings: Reading links are posted on Canvas (click link provided) Date Topic R 1/14 Introduction Required Reading(s) DUE THIS CLASS: Be prepared to discuss them TODAY Course Syllabus and Course Policies Assignment due via Canvas by BEGINNING OF TODAY’S CLASS Module 1: Going To College T 1/19 Skill Development: Reading and Writing R 1/21 College Aspirations, Choice, & Admissions...Sociocultural Influences on College Choice College Choice and Cost T 1/25 McDonough, Who Goes Where? (Links to an external site.) Reading Assignment Bergerson et al, Refocusing College Choice (Links to an external site.) Kretchmar & Farmer, How much is too Much? (Links to an external site.) Module 2: Navigating Campus Class R 1/28 Motivation & the College Student T 2/2 Learning Strategies R 2/4 Tenets of a Liberal Education...the UK Core Duncan & McKeachie: Making of the MSLQ (Links to an external site.) Take Lassi and MSLQ McKeachie, Pintrich & Lin: Teaching Learning Strategies (Links to an external site.) Pangle: Reclaiming the Core (Links to an external site.) Abowitz, Vocational & Liberal Aims (Links to an external site.) Your College Access Story Capstone Part 1: Required meeting with instructor scheduled T 2/9 Exploring Learning in the Disciplines Group Project R 2/11 UK Core ContinuedGuest Speaker- Dr. Jensen T 2/16 Academic Disciplines – Guest Speaker- Dr. Jones UK Core-General Education Requirements (Links to an external site.) Jensen & Worth, Valuable Knowledge (Links to an external site.) Assign Group Research Project Suggested: Self Regulated Learning Part Two: Strategy Exploration Jones, Variation Among Academic Disciplines (Links to an external site.) Module 3: Retention and Engagement R 2/18 What is Retention? T 2/23 Retention Research: Possible guest- Dr. Ferrare R 2/25 Involvement Theory T 3/1 Different Strategies for Different Disciplines Presentations Different Strategies for Different Disciplines Presentations R 3/3 Tinto, Retention What Next (Links to an external site.) Tierney, Cultural Integrity (Links to an external site.) Jones & Braxton, Categorizing Retention Research (Links to an external site.) Ferrare & Lee, Should We Be Thinking About Leaving? (Links to an external site.) Rendon, Validating Culturally Diverse Students (Links to an external site.) Rankin & Reason, Campus Climate for Diverse Populations (Links to an external site.) Class Presentations Class Presentations Group Research Project: Different Strategies for Different Disciplines T 3/8 Students as Consumers R 3/10 Consumerism ▪ Armstrong & Hamilton, The misEducation of Monica and Karen (Links to an external site.) Jensen & Worth, Valuable Knowledge Boretz, Grade Inflation and the Myth of Student Consumerism (Links to an external site.) Gokcen, Rise of Student Consumerism (Links to an external site.) Retention Policy Memo Suggested: Self Regulated Learning Part Three: Strategy Application *Please note: Schedule is subject to change in order to better meet the needs of the students or at the discretion of the instructor. The schedule following spring break will be provided prior to students leaving for spring break. The syllabus is subject to change. The rest of the readings and assignments will be assigned at a later date.