Kennesaw State University
University College
Department of First-Year Programs
Cognitive Development of First-Year College Students
FYP 5400
Instructor:
Instructor’s Email:
Instructor’s Telephone:
Credit Hrs:
3-0-3 credits
Class Time: TBA
Prerequisite: FYP 5000 or permission of the FYP Graduate Program Director
Course Description
This course provides a general developmental and psychological perspective of first-year
college students and influences on their behavior by examining human behavior through
the life cycle to explain the unique characteristics of first-year students. 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.
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 emotional and psychological
issues facing first-year 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:
Baxter Magolda, M. (2007). Self-authorship: The foundation for twenty-first century
education. New Directions for Teaching and Learning, 109, 69-83.
Baxter Magolda, M. (2009). The activity of making meaning: A holistic perspective on
college student development. Journal of College Student Development, 50(6), 621639.
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 Francisco: Jossey Bass.
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.
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade
of research. San Francisco: Jossey-Bass.
Skipper, T. L. (2005). Student development in the first college year: A primer for college
educators. Columbia, SC: University of South Carolina, National Resource Center
for The First-Year Experience and Students in Transition.
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, supplemental readings
will be posted on GeorgiaView Vista.
2. Reaction Papers
Students will be required to write seven 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
programs and experiences. 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.
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 (e.g., biological, cognitive, social, emotional) as the basis for a
presentation.
5. Case Study
Each student will be responsible for evaluating a case study of a first-year college
student utilizing relevant developmental theories. Additional details about the
case study will be provided in week two.
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
155
Reaction Papers (15 points each x7)
105
____________________________________________
TOTAL
600 POINTS
Grade Determination
A = 540+
B=
480 – 539
C=
420 – 479
D = 360 – 419
F=
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 Evans et al., chs. 8-11
Read Skipper, ch. 3
Reaction paper 1 due.
2
Cognitive Development
3
Cognitive Development
Read
Reaction paper 2 due
4
Psychosocial Development
and Change
Pascarella and T, ch. 5
Group 1 presentation.
5
Psychosocial Development
and Change
6
Identity Development
Read Evans et al., chs. 5 and 7
Read Skipper, ch. 2
Group 1 presentation.
Read Evans et al., chs. 3 and 4
Reaction paper 3 due
7
Identity Development
8
EXAM 1
9
Moral Development
Read Evans et al., chs. 8, 10, and 11
Exam #1
10
Experiential Learning
Read Evans et al., ch. 12
Reaction paper 4 due
11
Transition Theory and Social
Identity
Read Evans et al., ch. 7
Group 3 presentation.
12
Self-authorship, attitudes &
values
Read Baxter-Magolda
Group 4 presentation
Reaction paper 5 due.
13
Read Evans et al., ch. 6
Group 2 presentation.
Exam #2
14
First-Year Student
Development and Praxis:
Putting Theory into Practice
Jones & McEwen (2000), p. 405414
Read Skipper, chs. 1 and 4
Reaction paper 6 due
15
16
The First-Year Student:
Applying Theory to Practice
Read Skipper, chs. 5, 6, and 7
Wrap-Up: Where have we
been and where are we
going?
Exam #3
Case study due during final exams week
Reaction paper 7 due