Kennesaw State University
University College
Graduate Division of First-Year Programs
Development and Psychology of College Students
FYPA 7400
Instructor:
Instructor’s Email:
Instructor’s Telephone:
Credit Hrs:
3-0-3 credits
Class Time: TBA
Prerequisite: FYPA 7000 or permission of the FYP Director of Graduate Programs.
Course Description
This course provides a general developmental and psychological perspective of college
student behavior and influences on that behavior by examining human behavior through
the life cycle. It describes the physical, cognitive, and psycho-social aspects of human
development while exploring individuals in social contexts, social roles, group processes
and inter-group relations, conformity, attitudes, and motivation – all specifically related
to entering college students and adult learners.
Online Learning
Students in this class should realize the nature of the course in which they are enrolled.
This is an online class with no on-campus meetings scheduled. Therefore, there are no
planned face-to-face interactions between students or between students and the instructor.
Students are encouraged to visit the instructor on campus during office hours if
geography allows, but this is not required. Students will interact with each other and with
the instructor virtually, through online discussions in GeorgiaView Vista, email, virtual
office meetings and instructor feedback.
An online course requires self-motivation and discipline on the part of the student. Thus,
while this course is designed to enhance student learning, the student is ultimately
responsible for ensuring that the learning takes place. Students will need to adhere to the
course outline in order to remain current with their readings and assignments. Although
technical difficulties may arise from time to time, such difficulties will not excuse late or
missing work. Students are responsible for anticipating occasional technology issues and
for developing a contingency plan to deal with such issues (e.g., completing and
submitting work in advance of the due date/time and identifying alternate computer and
Internet access).
In the absence of face-to-face interaction, student-instructor interaction will be enhanced
by a number of mechanisms:
1. The instructor will maintain on-campus office hours. In addition virtual office
hours will be held twice a week. These hours will be posted in GeorgiaView Vista
once the course begins.
2. Students and the instructor will interact by email as needed. Student emails will
typically receive by the next business day or sooner, when possible.
3. The instructor will interact with students in discussion postings. As students post
questions or concerns, the instructor will respond and interact as appropriate.
4. The instructor will provide prompt feedback for submitted assignments.
5. Students are free to schedule on-campus appointments, phone calls, and other
synchronous interactions as needed.
Course Objectives:
Upon completion of this course, students will be able to:
a. articulate multiple theoretical perspectives on development of first-year college
students
b. apply lifespan development theory and research findings to first-year curricula
planning and development
c. demonstrate a basic overarching knowledge of the main mental health issues
facing college students
d. analyze, synthesize, and utilize the multi-dimensional theories and practices
learned throughout the semester
Academic Integrity
Every KSU student is responsible for upholding the provisions of the Student Code of
Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the
Student Code of Conduct addresses the University’s policy on academic honesty,
including provisions regarding plagiarism and cheating, unauthorized access to
University materials, misrepresentation/falsification of University records or academic
work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student
identification cards. Incidents of alleged academic misconduct will be handled through
the established procedures of the University Judiciary Program, which includes either an
“informal” resolution by a faculty member, resulting in a grade adjustment, or a formal
hearing procedure, which may subject a student to the Code of Conduct’s minimum one
semester suspension requirement.
Classroom Accommodations for Students with Disabilities
If you have any form of disability or impairment and need any special assistance, please
let me know. I assure you that anything you tell me in confidence will remain in
confidence. Additionally, I advise you to contact Carol Pope, Director of the Disabled
Student Support Services, at 770-423-6443. The office is located in the Student Center,
Suite 267
Required Reading:
Chickering, A.W. & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco:
Jossey-Bass.
Evans, N.J., Forney, D.S., Guido, F.M., Renn, K.A., & Patton L.D. (2010). Student
development in college: Theory, research, and practice. San Fransisco: Jossey Bass.
Grayson, P.A. and Meilman, P.W. (2006). College mental health practice. New York:
Taylor and Francis Group.
Jones, S. R. (1997). Voices of identity and difference: A qualitative exploration of
multiple dimensions of identity development in women college students. Journal of
College Student Development 38 (4), 376-386.
Jones, S. R. and McEwen, M. K. (2000). A conceptual model of multiple dimensions of
identity. Journal of College Student Development, 41 (4) 405-414.
Torres, V., Howard-Hamilton, M.F., & Coooper, D.L. (2003). Identity development of
diverse populations: Implications for teaching and administration in higher
education. ASHE-ERIC Higher Education Report: Vol. 29, No. 6.
Wilson, A. (1996). How we find ourselves: Identity development and two-spirit people.
Harvard Educational Review, 66 (2), 303-317.
Wolf-Wendel, L.E. and Wilson, M.E. (Eds.) (2005). ASHE Reader on college student
development theory. Pearson Custom Publishing.
NOTE: Additional readings will include current journal publications.
Assignments:
1. Readings
Students will be responsible for assigned readings on a weekly basis, as indicated
in syllabus schedule. Information from the readings will be found on each of the
three exams. In addition to the required texts listed above, assigned readings will
be posted on GeorgiaView Vista.
2. Reaction Papers
Students will be required to write eight reaction papers during the course of the
semester. Reaction papers should be 1-2 pages, typed/word-processed, doublespaced, 10-12 font, and should be turned in on the due date listed in syllabus
schedule. Reaction papers are simply your reaction to the reading material – they
are not a summary of the reading itself. Papers should include an analysis of the
main themes of the reading in question and how this is relevant to first-year
pedagogy and administration. Students should integrate their thoughts into a
coherent response as it relates to prior learning, current topic of investigation, and
transitional student theory at-large.
3. Exams
Students will take three exams during this course. All exams will cover
information from the readings, class presentations, and class discussion. Exams
will consist of multiple choice, true-false, and short answer questions. Exams are
not cumulative.
4. Group Project
The class will be divided into four groups for the purpose of this project and
presentation. Each group will be assigned one of the major developmental
domains (eg, biological, cognitive, social, emotional) as the basis for a
presentation. Your instructor will provide you with a rubric that will serve as the
basis for your evaluation.
5. Case Study
Each student will be responsible for evaluating an actual case study. One of the
developmental and/or psychological issues facing first-year students covered in
class will be chosen, and a five-page evaluative student case study should be
written. The case study should include demographic information and relevant
background data, concomitant issues, cultural and familial background, and
suggested pedagogical intervention. Your instructor will randomly assign you to a
particular case study, as well as provide you with a rubric that will serve as the
basis for your evaluation.
NOTE: If there are any changes made to this syllabus you will be notified in
advance.
Evaluation and Grading
Assignments
Possible Points
Exam #1
80
Exam #2
80
Exam #3
80
Group Project
100
Case Study
140
Reaction Papers (15 points each x8)
120
____________________________________________
TOTAL
600 POINTS
Grade Determination
A=
B=
C=
D=
F=
540+
480 – 539
420 – 479
360 – 419
0 - 359
Course Outline
The calendar is tentative and may be amended. You will be notified of any changes.
Week
1
Date
Topic
Assignment
Introduction &
Syllabus
Course Overview
Read ch. 1, “Definitions &
Historical Roots of Student
Development”; & ch. 2, “Using
Student Development Theory”
Read ch. 5, “Perry’s theory of
intellectual & ethical
development”; & ch. 7, “Later
cognitive structure theories”.
Reaction paper 1 due.
Read ch. 3, “Psychosocial Identity
Development”.
Reaction paper 2 due
Read ch. 3, “Chickering’s theory of
identity development”
Group 1 presentation.
Read ch. 6, “Moral development
theory”.
Exam #1
Reaction paper 3 due
2
Cognitive Development
3
Psychosocial Development
4
Identity Development
5
Moral Development
6
Experiential Learning
7
Ecological Theories of
Development
8
Transition Theory and Social
Identity
9
Self-authorship, attitudes &
values
10
Spiritual Development
11
Racial Identity Development
12
Gender and Sexual Identity
Development
Read ch. 8, “Kolb’s theory of
experiential learning”.
Group 2 presentation.
Read ch. 9, “Ecological approaches
to college student development”.
Reaction paper 4 due
Read ch. 12, “Schlossberg’s
transition theory”; & ch. 13,
“Social identity: Concepts and
overview”.
Group 3 presentation.
Read ch. 10, “Development of selfauthorship”
Group 4 presentation.
Read ch. 11, “Development of faith
and spirituality”
Exam #2
Read ch. 14, “Racial identity
development”; ch. 15, “Ethnic
identity and acculturation”; & ch.
16, “Multiracial identity
development”
Read ch. 17, “Sexual identity
development”; & ch. 18, “Gender
and gender identity development”
Reaction paper 5 due
13
First-Year Student
Development and Praxis:
Putting Theory into Practice
Read Jones (1997), p. 376-386;
Jones & McEwen (2000), p. 405414; & Wilson (1996), p. 303-317.
Reaction paper 6 due
14
The First-Year Student and
Psychological Difficulties:
Recognition & Referral I
Reaction paper 7 due
15
The First-Year Student and
Psychological Difficulties:
Recognition & Referral II
Case Study Due
16
Online course & faculty evaluations
The LifeSpan Development
Exam #3
of College Students WrapReaction paper 8 due
Up: Where have we been and
where are we going?