EDUC 662: Learning and Development in Higher Education
Center for the Study of Higher and Postsecondary Education, University of Michigan
Fall 2014
Dr. Patricia M. King, Professor
2108A School of Education Building
734-615-6740, patking@umich.edu
Class Time: Tuesdays, 1-4 PM
Room: 2334SEB
Office Hours: Appointments will be cheerfully arranged,
typically on Wednesdays and Thursdays; please contact
me by email to schedule an appointment.
The key to a vital life is an eagerness to learn and a willingness to change.
M.A. Radmacher-Hershey (1994)
And the day came when the risk to remain tight in a bud
was more painful than the risk it took to blossom.
Anaïs Nin
This course examines patterns of intellectual, identity, and social development among older
adolescents and adults, and how these relate to learning and development of desired outcomes of
postsecondary education. It is designed to introduce graduate students to major theoretical
perspectives, the research based on these theories, and how this body of theory and research can
be used to guide the design of educational policies and practices in colleges and universities to
promote college student learning and development.
Note: In this class, student characteristics are in the foreground and environmental characteristics
are in the background; in the companion course, ED603, Organizing for Learning, this focus is
reversed.
Course Objectives for Student Learning
1. To be able to identify and describe one’s own underlying assumptions about the nature of
college student learning and development, to translate and articulate assumptions as
appropriate using theory and research on student learning outcomes, and to demonstrate your
understanding of the role of guiding assumptions in theory development and validation.
2. To be able to accurately describe the major dimensions of theories of the learning and
development of college students in the cognitive, intrapersonal, and interpersonal domains,
and how these theories have been used to guide research and educational practice, and to
critique these theories.
3. To be able to describe how patterns of development and educational experiences differ
among various subgroups of college students, especially groups of students who differ by
age, social identities (e.g., race and ethnicity, gender, sexual orientation), and the personal
capacities that affect how they interpret experiences; to offer your critique of these patterns.
4. To be able to analyze connections across major aspects of development, to illustrate how
these changing attributes are interrelated within the developing person, and to explain how
educational interventions can be designed that take these interrelationships into account.
5. To be able to analyze the structure and organization of curricular and co-curricular
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educational environments in terms of their match (or mismatch) for promoting college
student learning and development, and to be able to suggest ways to do so that are aligned
with theory and research of college students development.
Course Texts
All assigned readings for this class will be available on our class C-Tools site.
I recommend the following books as helpful resources for this class, and as good additions to
your professional library.
Evans, N. J., Forney, D S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student
development in college: Theory, research, and practice. San Francisco: Jossey-Bass.
This book provides a thorough overview of major student development theories, with
sections on theory, assessment, research, and application to practice for each major
theoretical perspective.
Baxter Magolda, M. B. (2000). (Ed.), Teaching to promote intellectual and personal maturity:
Incorporating students’ worldviews and identities into the learning process. New Directions for
Teaching and Learning, no. 82. San Francisco: Jossey-Bass.
The purpose of this sourcebook is to introduce faculty to major theories of student
development and how an understanding of the concepts and findings from this literature can
be used to enhance their interactions with college students.
Jones, S. R. & Abes, E.S. (2013). Identity development of college students: Advancing
frameworks for multiple dimensions of identity. San Francisco: Jossey-Bass.
This book provides a new and integrated way of thinking about identity development. It
serves to further our theoretical understanding of college students and their development.
Love, P. G. & Guthrie, V. L. (1999) (Eds.). Understanding and applying cognitive development
theory. New Directions for Student Services, no. 88, San Francisco: Jossey-Bass.
This sourcebook provides an overview of major models of theories of cognitive development
that are applicable to college students, along with insights about the relationships among
perspectives and their application to educational practice.
NOTE: Many “New Directions” sourcebooks are available free of charge through the UM
library. If you do a “Journal/Serial Name begins with” search in Mirlyn for New Directions for
Teaching and Learning, New Directions for Student Services, etc. you'll find the links to the
online versions in the entries that come up in Mirlyn. Try using Wiley Interscience (refer to the
specific issue number for that title), WilsonSelectPlus, or a comparable resource.
Wilson, M. E. & Wolf-Wendel, L. E. (2010). (Eds.). ASHE reader on college student
development theory. Boston: Pearson Custom Publishing.
This edited volume provides carefully selected groups of published articles and book
chapters that introduce readers to student development theory, research, and practice.
APA Publication Manual
American Psychological Association. (2010). Publication Manual of the American
Psychological Association (6th ed.). Washington, DC: American Psychological Association.
As with most professional discourse communities, there are certain writing practices that are
followed by higher education scholars, and many of these are described (complete with the
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rationale) in the APA Publication Manual. Accordingly, it is my expectation that all work
submitted for this class adhere to the style and formatting guidelines of this manual (6th
ed.) NOTE: The APA Manual includes much more than simple referencing style; it also reflects
sets of academic values and practices. For example, in addition to reference citations (both in the
text and the reference list), this volume also includes instructions on page numbering,
grammatical considerations, how to avoid the use of sexist language and how to construct charts
and tables. If you haven’t already done so, I strongly encourage you to browse through this
volume to familiarize yourself with the range of topics it addresses so you’ll be better able to use
this as a resource in your own writing.
Being Successful in this Class
Class Participation. It is my goal to create a successful learning community in this class. As
members of this community, I expect students to actively and thoughtfully engage in the weekly
class sessions, and to be willing to bring themselves and their ideas to our discussions and class
activities. In order to fulfill the promise of a graduate seminar, I suggest that you develop your
own schedule in a way that will enable you to study the assigned readings prior to class, respond
to reflective questions that are provided to you or suggested in class, and alert me –at least a day
in advance – to questions or issues you would like to address in class. Also, please bring copies
of the assigned readings to class with you each week. I will use informal assignments or class
activities to increase your involvement in the class and your understanding of the materials. My
hope is that these procedures improve both the quality of our class discussions and the value of
the readings and class activities for you.
Computer/Phone Use during Class. Many students choose to bring their phones, computers
(and/or other devices) to class to facilitate the retrieval of readings and to take notes in class; this
use is appropriate. However, use of your computer during class time for activities that are not
related to the class is not appropriate. Texting and e-mailing during class is also disruptive.
Further, such use is distracting for and disrespectful of other members of our class community.
Please feel free to bring your computer if you have the self-discipline to use it appropriately; if
not, do not use it during class. Also, remember to silence your cell phones during class.
Due dates. Please submit your course assignments online in the Assignment Folder in the CTools site by the day and time listed below. It is my expectation that you will meet each
deadline except when extreme and unforeseen circumstances arise. If this is the case, please alert
me in advance or just as soon as possible.
Absences. Class attendance is important. However, circumstances occasionally arise when your
presence may be required elsewhere. Please be very selective in such occasions, and whenever
humanly possible, alert me in advance AND arrange to obtain notes, handouts, etc. and review
class activities with one or (preferably) two classmates.
Special Needs. If you believe that you may need accommodations due to a disability, please
contact me within the first two weeks of the class so that I can arrange for appropriate
accommodations. Also, if other life circumstances arise (i.e., beyond what you noted on the
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Student Information Sheet) that may affect your participation or performance in this class, please
let me know.
Academic Conduct. I expect all students to adhere to the highest standards of academic honesty
and responsibility. Indeed, it would be hypocritical to embrace these expectations as learning
outcomes for college students and be unwilling to learn about and actively practice them
ourselves in graduate education and in professional settings. Understanding that professional
standards are more than rules and that our understanding of these standards increases with
experience, I encourage you to browse the relevant pages of the Rackham website for
information about academic and professional integrity, even if you have done so at an earlier
time in your education. Here is the link to that site:
http://www.rackham.umich.edu/policies/gsh/appb/
Office Hours. I would be happy to meet with you to discuss topics raised in the readings or in
class, your learning and success, and/or your concerns about this course. To schedule an
appointment, please contact me by email and indicate whether you would like an appointment of
15 or 30 minutes.
C-Tools Site. We will utilize our C-Tools site for many aspects of this course.
Readings. All assigned readings are posted in the “Resources” folder, which are organized by
week and topic. Framing comments for each week’s readings are also posted in each folder to
assist you in navigating the material and focusing on key questions. Additional readings related
to course materials are also posted in the “Resources” folder, under “Supplemental Readings.” I
suggest you browse through these to become acquainted with what is there. The readings for
each week are clustered by topic, and often ordered within topics. I recommend that you read
them in the order in which they appear on the syllabus.
Assignments. Descriptions of each of the assignments are posted in the “Assignments” folder.
Please submit your completed assignments to this folder for this class. When you create a title
for your papers, please start with your last name and include the topic of the assignment (e.g.,
King-Learning to Think Like an Adult).
Similarly, please be each paper includes your name (on at least the first page) and page numbers
in the header (typically not on the first page). Use 1” margins and a font comparable in size to
Times Roman 12.
Forums. This feature allows for the posting of ideas, reflections, and other types of on-line
discussion among course members. Students are responsible for posting their “Making
Connections” comments in this space, but the Forums board does not have to be limited to this
task alone. We can decide as a class if there are other ways we wish to use this feature.
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Course Assignments
Rationale
Course activities and assignments are designed to serve several purposes, most importantly, to
provide a structure for reflecting upon, integrating, and applying course concepts to professional
practice in higher education. They are also timed to facilitate the flow and design of the course.
For each of the units on the three domains of development, you should be able to describe the
domain itself and the major theories we address, specify attributes that are associated with early
and advanced levels of maturity in this domain, and explain how given educational practices
would be expected to promote or inhibit development in this domain.
Reflective Questions. Both the Course Schedule and the Framing Comments include Reflective
Questions about course topics and readings. These are designed to help you put general topics
and individual readings into broader perspectives and to help you see how they relate to broader
issues in the field. I suggest that you refer to these questions as you begin and conclude the
readings for each topic; I will often refer to these questions to guide our discussions.
Framing Comments. The C-Tools site also includes comments about and questions related to
each required article on the syllabus (and a number of the supplemental articles). These are
designed to help guide your reading; I strongly suggest referring to these as you prepare for each
class. If there are other questions or observations you would suggest adding to either of these, I
would be very interested in hearing them.
Making Connections/Response to Reflective Questions. Part of the learning process involves
acquiring the ability to actively consider and share your ideas regarding the content of this course
and to apply your knowledge to new contexts and situations. I strongly encourage all class
members to apply course content into the broader contexts of your lives (in your internship, in
CSHPE, with friends and family, etc.) in order to enhance your learning. I will use the first few
minutes of each class for this purpose, asking you to either offer a response to one of the
reflective questions and/or to offer examples from your own experience in which you interpret a
situation or event using student development perspective. Toward this end, I ask all students to
briefly (about 5 minutes) share their responses or connections they have made between some
aspect of the course material and “real life” and to do so at least twice during the term (on your
assigned day plus at least one other time). Please keep this in mind as you complete the readings
each week. The examples you choose for this purpose may be from a variety of sources, such as
an event you experienced or heard about, a conversation you overheard, a website you explored,
a movie you saw, etc. Your contributions here will factor into your Class Participation grade.
“Warm-Up Paper”: “Learning to Think Like an Adult
There are two purposes to this short (2 page) exercise. The first is to become accustomed to
interpreting course readings, and to assist you in articulating what you bring to the readings in
terms of experiences, assumptions, and beliefs about learning and development of college
students. The second purpose is to help me get to know you: since communicating ideas is an
essential skill in graduate education, this initial exercise will also help me understand how you
approach these issues as you enter this course. This is not a graded assignment, but will guide
our work together this term. A more detailed description is posted in the Assignments folder.
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Due: Monday, September 8, 1 PM
1. Read a Book!
Read at least one book related to college student learning and development (a primary source) in
its entirety and write a short (3-page) analytical response. Details are posted in the Assignments
folder. For example, you may wish to select a book related to your class presentation topic, to a
relevant issue that arises in your internship site, or on another topic of interest to you that is
relates to the focus of this course.
Due date: I will cheerfully accept your response papers throughout the term – and definitely
by December 2, 9AM.
2. Interview a College Student
This assignment involves having a series of conversations (at least three) with an undergraduate
student about his or her experiences as a college student. The purpose is to use comments from a
currently enrolled college student to understand and critique theories of college student
development, and to see first-hand how development mediates student interpretations of
experience. Specific instructions will be posted in the Assignments folder.
Due dates: Friday, October 17 (analysis of cognitive development); Friday, November 7
(analysis of interpersonal development); November 25 (analysis of intrapersonal development)
9AM
3. Class Presentation: The Role of Cognitive, Interpersonal, or Identity Development in
Student Success
This assignment gives you the opportunity to gain greater depth of understanding about
development in one of the three dimensions studied in this class. Working individually or in
small groups (this will depend on class size), students will use the format of formal presentation
to the class to share your findings and insights. Specific instructions are posted in the
Assignments folder.
Due date: Varies by topic; all materials are due by 9AM the day of the presentation.
4. Final Integrative Project
There are several possible ways you could integrate your learning from this class, including the
following:
A. Construct a Case Study analyzing the interviews you conduct with your college student
and offering theory-based recommendations for promoting this student’s development.
B. Design a Developmental Curriculum in the curricular or co-curricular area of your
choice.
C. We Are All a Work in Progress: Analyze your own development using the concepts and
theories from this course. Include relevant experiences, areas in which you have made
especially good progress as well as areas in which you feel your progress has been
slower, along with factors you believe affected your development.
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D. Expand on your responses to your first paper, “Learning to Think Like an Adult,” this
time with the benefit of understanding several theoretical foundations informing
transformative learning.
E. Propose Another Option for this Purpose
We will discuss these options in class about the middle of the term.
Be prepared to discuss some facets of your project during our last class on Dec. 9.
DUE (Written Product): On or before December 12
Summary of Assignments
Assignment
“Learning to Think Like an Adult”
paper
Class Participation (including Making
Connections/Reflective Question
responses, class activities and
discussions, etc.)
Read a Book!
Due Date
September 8, 1PM
Weighting
(ungraded)
Weekly
10%
On or before December 2
15%
Class Presentation
Varies by topic
20%
Student Interview-analysis of
cognitive development
Student Interview (analysis of
interpersonal development)
Student Interview (analysis of
intrapersonal development)
Final Integrative Project: Presentation
to Class (selections/summary)
Final Integrative Project Submission
October 17
20%
November 7
November 25
20%
(highest
grade)
December 9
December 12
15%
If you believe a different proposed weighting of assignments would better serve your learning
goals, please discuss this with me before the end of September.
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ED662, College Student Learning and Development — Course Schedule, Fall, 2014 (9-8-14)
Week
1
Date
9/2
Topics
Introduction to Student Development in
Higher Education
Reflective Questions
-As college educators, toward what goals should our
educational efforts be directed?
-Which learning goals particularly speak to you?
Why?
-What kinds of educational experiences do you
believe foster learning and development?
-What personal factors inhibit the achievement of
espoused educational outcomes?
-What characteristics do you associate with first-year
students? Sophomores? Seniors?
-How do effective educators take these characteristics
into account as they plan curricula, programs, and
services?
Readings, Homework, Other Assignments
Part I: Introductions to each other and to this course.
Part II: Preparation for Next Week
Preparation for Next Week (in addition to the posted readings on pp. 89)
1) In the Resources folder under Week 1, retrieve: a) the Student
Information Sheet; b) the Making Connections/Reflections Sign-Up Sheet,
and c) the Presentation Sign-Up Sheet. Complete each of these and deposit
into your Dropbox Folder by Friday, September 5, 5PM.
3) Complete a 2-page paper based on this chapter: Mezirow, J. (2000).
Learning to think like an adult: Core conceptions of transformation
theory. In J. Mezirow & Associates, Learning as transformation: Critical
perspectives on a theory in progress (pp. 3-33). San Francisco: JosseyBass, Publishers.
--(See description in the Assignments folder of our CTools site.) Deposit
your response in the Assignment Folder by Monday, September 8, 1PM.
4) Familiarize yourself with pp. 1-7 of the syllabus
-How do good practitioners decide when and how to
draw from their prior experiences?
2
9/9
Student Development Theory and Practice
Goals
-Begin to articulate the links among assumptions
guiding practice, formal and informal theoriesbr,
and informed, intentional practice in higher
education that is designed to promote student
success.
-Become familiar with a vision of the broad
educational purposes of higher education in and the
potential impact on adults’ ability to successfully
navigate the challenges of career, family, and
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DUE Monday, Sept. 8, 1PM: Learning to Think Like an Adult
paper
Williams, L. B. (1998). Behind every face is a story. About Campus:
Enhancing the Student Learning Experience, 3(1), 16-21. [Note: The
available pdf for this article is actually the whole volume of this issue. You
may enjoy browsing through the rest of the issue!]
1) Formal and Informal Theory
Jones, S R. & Abes, E. S. (2011). The nature and uses of theory. In J. H.
Schuh, S. R. Jones, S. R. Harper, & Associates, Student services: A
p.
8
ED662 F14: Syllabus
Week
Date
Topics
Readings, Homework, Other Assignments
community demands and dynamics.
handbook for the profession (5th Ed), pp. 149-166. San Francisco: JosseyBass Publishers.
1) Formal and Informal Theory
-Be able to articulate the uses of formal theory
-Be able to identify at least some of your own
informal theories and how they reflect your
underlying assumptions about student development
in college.
2) Student Development in Context:
Developmental Ecology
-Be able to identify “ecological” factors that affect
student learning.
-Be able to explain and illustrate how the ways
students reflect on their experiences affects the
experiences their learning.
Reflective Question
-Using the perspective of developmental ecology,
what aspects of learning environments do you
think are particularly important? Why?
-Are these equally important to every student?
Why (not)?
Evans, N. J., Forney, D S., Guido, F. M., Patton, L. D., & Renn, K. A.
(2010). Using student development theory. In Student development in
college: Theory, research, and practice (2nd ed.) (pp. 22-40). San
Francisco: Jossey-Bass.
Love, P. (2010). Informal theory: The ignored link in theory-to-practice.
Journal of College Student Development, 53(2), pp. 177-191.
[See also the Supplemental Folder in each week’s readings.]
2) Student Development in Context: Developmental Ecology
Evans, N. J., Forney, D S., Guido, F. M., Patton, L. D., & Renn, K. A.
(2010). Ecological approaches to college student development (pp. 157175). In Student development in college: Theory, research, and practice
(2nd ed). San Francisco: Jossey-Bass.
Marienau, C. & Fiddler, M. (2002). Reflection across the curriculum:
Bringing students’ experience to the learning process. About Campus:
Enriching the Student Learning Experience, 7(5), 13-19. [Note: The
available pdf for this article is actually the whole volume of this issue.
You may enjoy browsing through the rest of the issue!]
Mezirow, J. (1997). Transformative learning: Theory to practice. In P.
Cranton (Ed.), Transformative learning in action: Insights from practice.
New Directions for Adult and Continuing Education, no. 74 (pp. 5-12).
San Francisco: Jossey-Bass.
Introduction to the Interview Project (Step 1): This project requires
interviewing skills aimed at understanding the interviewee’s background and
meaning making in the context of his or her life experiences (past and
current). Start thinking of potential current undergraduate students you
might interview for this purpose. You may choose a student in any year of
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p.
9
ED662 F14: Syllabus
Week
3
Date
9/16
Topics
Self-Authorship
Goals
- Be able to describe and explain the concept of
self-authorship, its three dimensions, and orders of
consciousness
- Be able to describe and explain the qualitative
differences between and among increasingly
complex ways of making meaning
- Be able to articulate and exemplify the difference
between change and development
- Be able to define “constructivist” and
“developmental” and to articulate the major
concepts associated with this approach.
Reflective Questions
- Which concepts resonate with your own
assumptions? Which do you find confusing? What
strategies are you contemplating for resolving this
confusion?
- What transformations have taken place in your
own thinking? What was it like to go through
those?
-How do you balance agency and connection (or
communion)?
-Have you known someone who was “good
company” for your educational journey thus far? If
so, what was this relationship like?
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Readings, Homework, Other Assignments
enrollment; I strongly recommend identifying someone you could interview
in person. This project requires interviewing the student 3 times this term,
starting in October.
Note: The last entry on this list is King, Baxter Magolda, and Massé
(2011) followed by a “See Handouts…” note. If you can’t see this try
using the the “Draft” instead of “Print layout” view.
King, P. M. (in press). Developmental theory. In J. Bennett (Ed.),
Encyclopedia of Intercultural Competence. Sage Publications.
Kegan, R. (2000). What “form” transforms? A constructivedevelopmental approach to transformative learning. In J. Mezirow and
Associates, Learning as transformation: Critical perspectives on a theory
in progress (pp. 35-69). San Francisco: Jossey-Bass.
Baxter Magolda, M. B. (2001). Complex lives. In M. B. Baxter Magolda,
Making their own way: Narratives for transforming higher education to
promote self-development (pp. 3-36). Sterling, VA: Stylus Publishing.
[NOTE: Focus on pp. 1-26 for today.]
Taylor, K. B. (2008). Mapping the intricacies of young adults’
developmental journey from socially prescribed to internally defined
identities, relationships, and beliefs. Journal of College Student
Development 49(3), 215-234.
Baxter Magolda, M. B., & Crosby, P. C. (2011). Preparing students and
graduates to navigate life’s challenges: A dialogue on self-authorship and
the quest for balance of agency and communion. Journal of College &
Character, 12(3), 1-11.
Pizzolato, J. E. (2003). Developing self-authorship: Exploring the
experiences of high-risk college students. Journal of College Student
Development, 44(6), 797-812.
p.
10
ED662 F14: Syllabus
Week
Date
Topics
Readings, Homework, Other Assignments
King, P. M., Baxter Magolda, M. B. & Massé, J. (2011). Maximizing
learning from engaging across difference: The role of anxiety and
meaning making. Equity & Excellence in Education, 44(4), 468-487.
[See also the Handouts and Supplementary Resources.]
4
9/23
Cognitive Development – Day 1
How do students learn to think and to know in
more complex and effective ways?
Goals
-Understand key concepts such as developmental
positions, challenge and support, cognitive
dissonance, and constructivism
-Understand the development of different models
of cognitive development
-Be able to identify exemplars of different
stages/ways/positions of reasoning
-Be able to articulate the differences and
similarities between these models
Reflective Questions
-What parts of Perry’s theory resonate with your
own experiences?
-What parts are quite foreign to you?
-Did you ever experience a “deflection” to growth
as Perry describes these?
Perry, W. G., Jr. (1981). Cognitive and ethical growth: The making of
meaning. In Chickering and Associates, The Modern American College
(pp. 76-116). San Francisco: Jossey-Bass, Publishers.
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D. & Renn, K. A.
(2010). Perry’s theory of intellectual and ethical development. Student
development in college: Theory, research, and practice (2nd Edition), pp.
82-98. San Francisco: Jossey-Bass.
King, P. M. (2009). Principles of development and developmental change
underlying theories of cognitive and moral development. Journal of
College Student Development, 50th Anniversary Issue, 50(6), 597-620.
[Note. Focus on the constructive developmental principles and cognitive
development theories for this unit, starting with Perry’s model this week
(through p. 603; we will discuss the other cognitive models noted here
next week and the moral development section in the next unit.]
Retrieve “Understanding cognitive Development Theories filling out the
posted worksheet: “Understanding Cognitive Development Theories – A
Worksheet” from the CTools site (with this week’s readings). Begin to
fill it out for Perry’s theory.
Discuss interviewing to yield meaning making.
Berger, J. G. (2012). Ch. 3: Finding the growth edge. In Changing on the
job: Developing leaders for a complex world, pp. 49-67. Stanford, CA:
Stanford University Press. [This is in reference to self-authorship
interviews.]
Weiss, R. S. (1994). Interviewing. In R. S. Weiss, Learning from
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p.
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ED662 F14: Syllabus
Week
Date
Topics
Readings, Homework, Other Assignments
strangers: The art and method of qualitative interview studies (pp. 61119). New York, NY: The Free Press.
5
9/30
Cognitive Development - 2
Reflective Questions
-In what ways does development unfold in both
predictable and unpredictable ways?
-What does it mean to say that development at one
level lays the foundation for development at the
next level?
-How does development in RJ differ from the
development Perry described?
Cognitive Development: The Reflective Judgment Model
Continue to fill out your cognitive development worksheet.
Note: Listed below are two brief overviews describing the RJM. If you have
prefer to start with a more general overview or are looking for a less
complicated description, you may find it useful to consult these short
chapters before moving to the longer description.
a) Love, P. G. & Guthrie, V. L. (1999). King and Kitchener’s Reflective
Judgment Model. In P. G. Love and V. L. Guthrie (Eds.), Understanding and
applying cognitive development theory. New Directions for Student Services,
no. 88 (pp. 41-51). San Francisco: Jossey-Bass.
-To what degree does the RJ model address the
deficiencies of Perry’s theory? What deficiencies
remain unaddressed?
b) King, P. M. (2000). Learning to make reflective judgments. In M. B.
Baxter Magolda (Ed.). Teaching to promote intellectual and personal
maturity: Incorporating students’ worldview and identities into the learning
process. New Directions for Teaching and Learning, no. 82 (pp. 15-26). San
Francisco: Jossey-Bass.
-Review the list of questions on Evaluating Theory
from the Evans et al. (2010) chapter, Using
Student Development Theory (p. 24) as applied to
the RJM.
Kitchener, K. S. & King, P. M. (1990). The Reflective Judgment model:
Transforming assumptions about knowing. In J. Mezirow (Ed.), Fostering
critical reflection in adulthood: A guide to transformative and
emancipatory learning (pp. 157-176). San Francisco: Jossey-Bass.
King, P. M. and Kitchener, K. S. (2002). The reflective judgment model:
Twenty years of research on epistemic cognition. In B. K. Hofer and P. R.
Pintrich (Eds.), Personal epistemology: The psychology of beliefs about
knowledge and knowing, (pp. 37-61). Mahwah, New Jersey: Lawrence
Erlbaum.
King, P. M. & Kitchener, K. S. (1994). Fostering Reflective Judgment in
the college years. Developing Reflective Judgment: Understanding and
promoting intellectual growth and critical thinking in adolescents and
adults (pp. 223-257). San Francisco: Jossey-Bass.
ED662 F14 Schedule
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12
ED662 F14: Syllabus
Week
Date
Topics
Readings, Homework, Other Assignments
6
10/7
Cognitive Development – 3
Love, P. G. & Guthrie, V. (1999). Women’s ways of knowing. In P. G.
Love and V. L. Guthrie (Eds.) Understanding and applying cognitive
development theory. New Directions for Student Services, no. 88 (pp. 1727). San Francisco: Jossey-Bass.
-Is cognitive development gender-related? If so, in
what ways? What do you make of the research on
this question?
-Would you be skeptical if gender differences
were – or weren’t – found? Why?
Reflective Questions
-Among the models addressed in this unit, what
elements of cognitive development would you
nominate as the most insightful concepts?
-What do you see as the role of cognitive
development in self-authorship?
Clinchy, B. M. (2002). Revisiting Women’s Ways of Knowing. In B. K.
Hofer and P. R. Pintrich (Eds.), Personal epistemology: The psychology
of beliefs about knowledge and knowing, (pp. 63-87). Mahwah, New
Jersey: Lawrence Erlbaum.
Baxter Magolda, M. B. (2001). Complex lives. In M. B. Baxter Magolda,
Making their own way: Narratives for transforming higher education to
promote self-development (pp. 3-36). Sterling, VA: Stylus Publishing
[NOTE: Focus on pp. 26-36, her Epistemological Reflection Model, for
today.]
Baxter Magolda, M. B. (1992), Table 2.1 ER Model
Synthesizing Models of Cognitive Development
Love, P. G. & Guthrie, V. L. (1999). Synthesis, assessment and
application. In P. G. Love and V. L. Guthrie (Eds.), Understanding and
applying cognitive development theory. New Directions for Student
Services, no. 88 (pp. 77-93). San Francisco: Jossey-Bass.
Sternberg, R. (2009). Wisdom, intelligence, and creativity synthesized: A
new model for liberal education. Liberal Education, 95(4), 10-15.
7
10/14
Fall Break-No Class
DUE: Interview Analysis-Cognitive by Friday, Oct. 17, 4PM
8
10/21
Interpersonal Development – 1:
Morality, Citizenship, and Higher
Education
Interpersonal Development – 1 Morality, Citizenship, and
Higher Education
How do college students become persons of good
ED662 F14 Schedule
Continue the process started in the cognitive development unit: map each
new theoretical model into a table for later comparative purposes
p.
13
ED662 F14: Syllabus
Week
Date
Topics
Readings, Homework, Other Assignments
character and good citizens?
(hereafter, your “Synthesis table”).
Goals
-Examine how and why US colleges and
universities affirm promoting citizenship and
character/moral development as intended learning
outcomes
-Become familiar with national and institutional
examples of initiatives designed to promote these
outcomes
-Be able to identify successively more complex
skills associated with the development of these
outcomes.
-Be able to discern elements affecting professional
decision making and the production of moral
behavior using the Four-Component Model
Reflective Questions
-How could educators’ efforts to foster students’
commitment to a larger social good be informed
by knowledge of moral development?
-What kinds of collegiate experiences have high
potential for preparing students to achieve
diversity and citizenship outcomes?
-What are key features of programs designed to
promote character development (e.g., empathy,
moral reasoning, ethical sensitivity, academic
integrity) on a college campus?
AACU Core Commitments: Educating Students for Personal and Social
Responsibility: Become familiar with this website; it provides an
overview to the AACU Core Commitments Project, along with recent
publications. Focus here on the dimensions, the guiding philosophy, and
the Presidential Call to Action. http://www.aacu.org/core_commitments/
Colby, A. & Sullivan, W. M. (2009). Strengthening the foundations of
students’ excellence, integrity, and social contribution. Liberal Education,
95(1), 22-29.
Musil, C. M. (2003). Educating for citizenship. Peer Review 5(3), 4-8.
Thornton, C. H., Tarrant, M. T., & Williams, L. S. (2009). Strategic
approaches to civic responsibility: The essential role of the cocurricular
events. About Campus: Enriching the Student Learning Experience,
14(4), 2-7.
Colby (2008): Fostering moral and civic development of college students.
In L. P. Nucci & D. Narvaez (Eds.), Handbook of moral and character
education (pp. 391-413). New York: Routledge.
AACU VALUE Rubric: Ethical Reasoning
AACU VALUE Rubric: Teamwork
Rest – Four Component Model (FCM) Summary
[For additional detail on the FCM, see pp. 557-560 of the Bebeau &
Monson (2008) article in the Supplemental Readings folder. Those
interested in professional education will appreciate the remainder of this
chapter.]
Sternberg, R. (2010). Teaching for ethical reasoning in liberal education.
Liberal Education, 96(3), 32-37.
http://www.aacu.org/liberaleducation/le-su10/LESU1_Sternberg.cfm
ED662 F14 Schedule
p.
14
ED662 F14: Syllabus
Week
Date
Topics
Readings, Homework, Other Assignments
9
10/28
Interpersonal Development: Morality,
Citizenship, and Higher Education – 2:
Moral and Spiritual Development
Interpersonal Development – 2 Moral and Spiritual
Development
Moral Development
Goals
-Understand and be able to describe and recognize
key features of developmental models in this
domain
-Understand issues related to how students make
meaning of their lives and the effects of this on
students’ experiences in higher education
-Be aware of types of educational interventions
that affect moral/character/ spiritual/citizenship
development in higher education
Key Questions
-What moral attributes develop over time?
-In what ways do programs designed to enhance
character development address (and not address)
desired citizenship outcomes?
-Is moral development gender-related? What
evidence supports and refutes this claim?
-How are assumptions about fairness related to
assumptions about good citizenship?
-How might cognitive and character development
be related? Why?
Reflective Questions:
-To what extent were issues of moral and character
education emphasized at your undergraduate
institution? How was this visible? What ways were
your own and others’ moral development
promoted and/or hindered by your educational
environment?
ED662 F14 Schedule
Continue to complete your Synthesis table.
Kohlberg, L. (1991). My personal search for universal morality. In L.
Kuhmerker (Ed.), The Kohlberg legacy for the helping professions (pp.
11-17). Birmingham, AL: R.E.P. Books.
Rest – Functions of Moral Thinking (summary handout)
Gielen, U. (1991). Kohlberg’s moral development theory. In L.
Kuhmerker (Ed.), The Kohlberg legacy for the helping professions (pp.
18-38). Birmingham, AL: R.E.P. Books.
King, P. M. (2009). Principles of development and developmental change
underlying theories of cognitive and moral development. Journal of
College Student Development, 50th Anniversary Issue, 50(6), 597-620.
[Review the constructive developmental principles and focus on the
moral development concepts for this unit.]
King, P. M. & Mayhew, M. J. (2002). Moral judgment development in
higher education: Insights from the Defining Issues Test. Journal of
Moral Education, 31(3), 247-270.
Derryberry, P. & Thoma, S. (2000). The friendship effect: Its role in the
development of moral thinking in students. About Campus: Enriching the
student learning experience, 5(2), 13-18.
Spiritual Development
Nash, R. (2008). A personal reflection on educating for meaning. About
Campus: Enriching the student learning experience, 13(2), 17-24.
p.
15
ED662 F14: Syllabus
Week
Date
Topics
Readings, Homework, Other Assignments
-What kinds of moral/ethical/spiritual questions
arise in your work setting or among the students or
other professionals with whom you work? What
kinds of resources would help students and
educators better address such questions?
Lindholm, J. (2007). Spirituality in the academy: Reintegrating our lives
and the lives of our students. About Campus: Enriching the student
learning experience 12(4), 10-17.
Seifert, T. Understanding Christian privilege: Managing the tensions of
spiritual plurality. About Campus: Enriching the student learning
experience 12(2), 10-17.
Peek, L. (2005). Becoming Muslim: The development of a religious
identity. Sociology of Religion, 66, 215–242.
Stewart, D. L, Kocet, M. M., & Lobdell, S. (2011). The multifaith
campus: Transforming colleges and universities for spiritual engagement.
About Campus: Enriching the student learning experience 16(1), 10-18.
Note. There are many supplemental articles posted for this unit. I
suggest you browse through at least the titles so you are aware of them as
possible resources.
10
11/4
Intrapersonal Development - 1
How do students develop a coherent and healthy
sense of identity and how does this affect their
success?
Goals
-Understand identity as complex and multifaceted,
with different aspects being more salient at
different times of a person’s life.
-Understand links between psychosocial
development as well as the dynamics of gender,
sexual identity, and racial/ethnic development.
-Examine traditional identity development models
with an eye toward their application with different
populations and student subgroups.
ED662 F14 Schedule
DUE: Student Interview Paper #2 (interpersonal development)
this Friday, Nov. 7, 4PM
Identity Development in Higher Education: Introduction
Zaytoun, K. (2005). Identity and learning: The inextricable link. About
Campus: Enriching the Student Learning Experience, 9(6), 8-15.
Torres, V. (2010). Perspectives on identity development. In J. Schuh, S.
Jones, & S. Harper (Eds.), Student services: A Handbook for the
profession (5th edition), pp. 187-206. San Francisco: Jossey-Bass.
Jones, S. R. & Abes, E. S. (2012). Situating the study of identity in the
evolution of student development theories. In Identity development of
college students: Advancing frameworks for multiple dimensions of
identity, (pp. 19-45). San Francisco: Jossey-Bass. [Focus on pp. 35-42.]
p.
16
ED662 F14: Syllabus
Week
11
Date
11/11
Topics
Readings, Homework, Other Assignments
Reflective Questions
-Who are you as a man or woman? Who do you
wish to become as a professional? As a partner?
As a family member? What are the most salient
aspects of your identity now? Less salient?
-How would you have described these when you
entered college? Mid-way through college? Can
you identify the salient identity aspects of friends,
family members, colleagues?
Hadley, W. (2011). College students with disabilities: A student
development perspective. New Directions for Higher Education, 154, 7781.
-What aspects of self make up identity? How do
these aspects relate to each other?
-How is identity related to gender? Race?
Religion? Other key attributes?
Renn, K. (2003). Understanding the identities of mixed-race college
students through a developmental ecology lens. Journal of College
Student Development, 44(3), 383-403.
Multiple and Integrated Dimensions of Identity Development
Abes, E. S., Jones, S. R., & McEwen, M. K. (2007). Reconceptualizing
the model of Multiple Dimensions of Identity: The role of meaningmaking capacity in the construction of multiple identities. Journal of
College Student Development, 48(1), 1-22.
Intrapersonal Development-2: Dynamics
of Race/Ethnicity/Culture
NOTE: The following list of readings is obviously not a comprehensive
listing of available resources on the dynamics of race, ethnicity, and
culture among American college students. Instead, it is designed to whet
your appetite and introduce you to some of the major concepts in the field
and their application with college students. Please note that additional
Goals
supplemental readings for several major student subgroups are posted in
-Understand the roles of race, ethnicity, and
culture as aspects of one’s own and others’ identity this week’s resources on CTools, including Asian-American, AfricanAmerican, Latino/a, and White students. If you choose to do your class
-Understand why race is considered a social
presentation this week, please choose from among these subgroups.
construction and how this affects social
interactions around issues of race
-Understand the main tenets of theories of racial
and ethnic identity development
-Be able to articulate a wide variety of factors that
affect the development of racial and ethnic identity
development
Reflective Questions:
-When did you first notice your racial or ethnic
identity?
-How do your racial and ethnic identity relate?
ED662 F14 Schedule
Continue to complete your Synthesis table.
Identity: Dynamics of Race/Ethnicity/Culture
Patton, L. D., McEwen, M., Rendón, L., & Howard-Hamilton, M. F.
(2007). Critical race perspectives on theory in student affairs. New
Directions for Student Services: Responding to the Realities of Race on
Campus, No. 120, 39-53.
Adams, M. (2001). Core processes of racial identity development. In
Wijeyesinghe, C. L. & Jackson, B. W. III (Eds.), New perspectives on
p.
17
ED662 F14: Syllabus
Week
Date
Topics
Readings, Homework, Other Assignments
How would you describe selected steps in your
own racial/ethnic identity development?
-Did going to college affect your racial/ethnic
development?
racial identity development: A theoretical and practical anthology (pp.
209-241). New York: New York University Press.
-In terms of student characteristics and identity
tasks, which groups of students would you identify
as being developmentally ready for high challenge
diversity environments?
Torres, V. (2009). The developmental dimensions of recognizing racist
thoughts. Journal of College Student Development, 50 (5), 504-520.
Museus, S. D., Yee, A. L., Lambe, S. A. (2011). Multiracial in a
monoracial world: Student stories of racial dissolution on the colorblind
campus. About Campus: Enhancing the Student Learning Experience,
16(4),20-25.
Nagda, B., Gurin, P., Sorenson, N. & Zuniga, X. (2009). Evaluating
intergroup dialogue: Engaging diversity for personal and social
responsibility. Diversity&Democracy, 12(1), 1-6.
Torres, V., Howard-Hamilton, M. F., Cooper, D. L. (2003). Integration of
identity development theory into practice. In V. Torres, M. F. HowardHamilton, and D. L. Cooper, Identity development of diverse populations:
Implications for teaching and administration in higher education. ASHEERIC Higher Education Report 29(6), 79-99.
12
11/18
Intrapersonal Development-3: Gender
Identity, Sexual Orientation
Goals
-Understand the roles of gender and sexual
orientation as aspects of one’s identity.
-Be able to articulate a wide variety of factors that
affect the development of gender identity and
sexual orientation
Reflective Questions
-How can you be a good ally to students and
colleagues who have different gender identities
and ways of expressing these identities than you
ED662 F14 Schedule
Bring 2 copies of your Synthesis Table.
Identity Development: Gender Identity, Sexual Orientation
Gender Identity
Sax, L. (2009). Gender matters: The variable effect of gender on the
student experience. About Campus: Enriching the Student Learning
Experience, (May-June), 2-10.
Josselson, R. (1996). Identity. In R. Josselson, Revising herself: The story
of women’s identity from college to midlife (pp. 27-44). New York:
Oxford University Press.
Edwards, K. E. & Jones, S. R. (2009). Putting my man face on: A
p.
18
ED662 F14: Syllabus
Week
Date
Topics
Readings, Homework, Other Assignments
use? What would need to better understand to
serve more effectively if you chose to embrace this
role or if you were assigned responsibilities for
looking out for the well-being and success of
others with gender/sexual orientation identities
different from your own?
-When did you first notice your gender and sexual
orientation identities?
-What are your main sources of insights about
those with different gender and sexual
orientations? How do you judge the value of these
sources?
grounded theory of college men’s gender identity development. Journal
of College Student Development, 50(2), 210-228.
-What does it take to be an ally? What do you
need to understand about others’ experiences?
What do you need to understand about yourself?
-What are the risks of trying to be an ally? How
can these be acknowledged and addressed?
Davis, T. L. (2002). Voices of gender role conflict: The social
construction of college men’s identity. Journal of College Student
Development, 43, 508-521.
Sexual Orientation
Fassinger, R. (1998). Lesbian/gay/bisexual identity and student
development theory. In R. Sanlo (Ed.) Working with lesbian, gay, and
bisexual college students: A handbook for administrators and faculty (pp.
13-22). Westport, CT: Greenwood Publishing Group.
Bilodeau, B. L. & Renn, K. A. (2005). Analysis of LGBT identity
development models and implications for practice. In R. L. Sanlo (Ed.),
Sexual orientation and gender identity. New Directions for Student
Services, 111, pp. 25-40.
Woodford. M. R., Howell, M. L., W. Silverschantz, P., & Yu, L. (2012).
“That’s so gay!” Examining the covariates of hearing this expression
among gay, lesbian, and bisexual students. Journal of American College
Health, 60(6), 429-434.
Integrating Dimensions of Development
Perez, R. J., Shim, W., King, P. M. & Baxter Magolda, M. B. (in press2015). Refining King and Baxter Magolda’s model of intercultural
maturity. Journal of College Student Development.
[Note: The purpose and structure of this article is not suitable as a theoretical
resource for your intrapersonal analysis paper; there, draw on resources that
address specific aspects of identity development.]
Being an Ally to Others across Social Identities
Reason, R. D., Roosa Millar, E. A., & Scales, T. C. (2005). Toward a
model of racial justice ally development. Journal of College Student
Development, 46(5), 530-546.
ED662 F14 Schedule
p.
19
ED662 F14: Syllabus
Week
Date
Topics
Readings, Homework, Other Assignments
Waters, R. (2010). Understanding allyhood as a developmental process.
About Campus: Enriching the Student Learning Experience, 15(5), 2-8.
13
11/25
Applying Knowledge about Student
Development-1
DUE: Student Interview Paper #3 (intrapersonal development),
9AM
Goals
-Apply understanding of student development
theory to the critique and design of collegiate
practices, programs, and policies
-Show sensitivity to differences between and
among individuals, subgroups, and institutional
contexts
-Be able to link theory-based abstract concepts to
practical administrative decisions
Baxter Magolda, M. B. (2004). Learning Partnerships Model: A
framework for promoting self-authorship. In M. B. Baxter Magolda & P.
M. King (Eds.), Learning partnerships: Theory and models of practice to
educate for self-authorship (pp. 37-62). Sterling, VA: Stylus Publishing.
Reflective Questions:
-What steps can students reasonably be expected
to take as they learn to achieve desired collegiate
outcomes?
-How can educators avoid the “one size fits all”
approach when addressing the needs of diverse
students?
Taylor, K. & Haynes, C. (2008). A framework for intentionally fostering
student learning. About Campus: Enhancing the Student Learning
Experience, 13(5), 2-11.
Baxter Magolda, M. B. (2000). Teaching to promote holistic learning and
development. In Baxter Magolda (Ed.), Teaching to promote intellectual
and personal maturity: Incorporating students’ worldview and identities
into the learning process. New Directions for Teaching and Learning, no.
82 (pp. 89-98). San Francisco: Jossey-Bass.
Sample Developmental Applications: Seven examples in a variety of
contexts are listed in a folder by this name on our CTools site. Select one
of these; be prepared to discuss in class.
-In retrospect, did you have any experiences as an
undergraduate that promoted self-authorship? If
so, do you think these were intentionally designed
by faculty or staff?
-Do you see any similarities between the Learning
Partnerships Model and your experiences as an
undergraduate student? Experiences you have
facilitated as an educator?
ED662 F14 Schedule
p.
20
ED662 F14: Syllabus
Week
Date
Topics
Readings, Homework, Other Assignments
14
12/2
Applying Knowledge about Student
Development-2
Read-A-Book Assignment due by today (and cheerfully
accepted earlier!)
Reflective Questions:
What does good company now look like for you?
How might you be good company as you interact
with students or others you care about?
Reason, R. D., & Kimball, E. W. (2012). A new theory-to-practice model
for student affairs: Integrating scholarship, context, and reflection.
Journal of Student Affairs Research and Practice, 49(4), 359–376.
Practice Creating Sequential Curricula
Consider how to apply the LPM with the student you interviewed.
Open Agenda
--What other aspects of development or promoting development would
you like to explore or revisit today?
--Are there complicated aspects of your Final Project that you would like
to discuss with class members?
Final Projects: Are there remaining issues you would like to discuss?
15
12/9
Last Day of Class
Project Presentation Day Goals
-Demonstrate how you have applied principles of
student development in the creation of your final
integrative project.
-Assess where we have been and where you would
like to go next in your understanding of student
learning development.
Discuss of Final Integrative Projects
Key Insights about Student Development (1-2 minutes each)
Remember to complete your course evaluations! I value your feedback
and suggestions.
DUE: Final Integrative Projects on Wednesday, December 12,
1PM
Key Questions: What key insights about student
learning and development would you identify as
the most useful for understanding the students with
ED662 F14 Schedule
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21
ED662 F14: Syllabus
Week
Date
Topics
Readings, Homework, Other Assignments
whom you work or would like to work? for
understanding other students you have known?
--What would you like to understand better about
student learning and development? How could you
go about doing so?
ED662 F14 Schedule
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