AMERICAN COLLEGE STUDENT AND THE CAMPUS ENVIRONMENT
FALL 2008
WEDNESDAYS, 4:00 -6:45 P.M.
LOCATION: JUNIPER HALL – JH 1107
INSTRUCTORS
EPC 622
Debra L. Hammond
USU Executive Director
University Student Union
Sol Center – Office 226/227
(818) 677-2390 or (818) 677-2491
(818) 677-3615 (fax)
debra.hammond@csun.edu
Office Hours: By Appointment
Richard Cortés
Counselor
Glendale Community College
(626) 376-0919 (cell)
richardcortes@sbcglobal.net
Office Hours: By Appointment
COURSE
DESCRIPTION
This course examines various college student developmental theories as they pertain to
college students, student development approaches, environmental assessments, and the
development of intervention strategies.
CONCEPTUAL
FRAMEWORK
Michael D. Eisner College of Education
California State University Northridge
Regionally focused and nationally recognized, the Michael D. Eisner College of
Education is committed to Excellence and Innovation. Excellence in the acquisition of
professional knowledge, skills, and dispositions is evidenced by the growth and renewal
of ethical and caring professionals – faculty, staff, candidates – and those they serve.
Innovation occurs through collaborative partnerships that represent communities of
diverse learners who engage in creative and reflective thinking. To this end we
continually strive to achieve the following competencies and values that form the
foundation of the Conceptual Framework:
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Excellence in professional and academic preparation
Collaborative partnerships
Evidence of growth and renewal
Communities of diverse learners
Ethical and caring professionals
Creative and reflective thinking
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COURSE OBJECTIVES 1. To understand and critically analyze historical and contemporary theories of college
counseling as they pertain to college students. [CACREP Specialty Stds: B.1, B.7]
2. To be able to link developmental models to practice in student affairs.
[Specialty standards: B.1, C.4, C.10]
3. To be aware of the attitudes, behaviors, characteristics, needs and values of various
groups of traditional and non-traditional, diverse students in higher education.
[Core standards: II.K.2.A-E; Specialty standards: B.2, C.8]
4. To understand the impact of the campus environment on student developmental
needs. [Specialty: B.3, C.7]
5. To understand the theoretical base, historical role and current models of student
development approaches. [Specialty: B.1]
6. To be able to identify intervention strategies related to student development theory.
[Specialty: A.5; C.4, C.9-10]
7. To understand the role of multi-faceted diversity in college counseling / student
affairs work from multiple theoretical perspectives.[Core: II.K.2.F.l; Specialty: A.7]
COURSE
REQUIREMENTS
10% - CLASS PARTICIPATION
10% - CURRENT ISSUES REFLECTION
(3 PAGES)
DUE SEPTEMBER 10
25% - THEORY & CRITIQUE PAPER
(3-5 PAGES)
DUE OCTOBER 15
15% - CASE STUDY ANALYSIS
(3-5 PAGES)
DUE NOVEMBER 5
20%-THEORY APPLICATION AND INTERVENTION CASE STUDY EXAM
(IN CLASS)
NOVEMBER 26
20% - GROUP PRESENTATION
DUE DECEMBER 10
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METHODS OF INSTRUCTION
Students will engage in the course content via class discussion, in-class paired and group
exercises, lecture, videos, and case studies
REQUIRED
TEXT
Coomes, M. D., & DeBard, R. (2004). Serving the Millennial Generation.
San Francisco: Jossey-Bass.
Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in
college: Theory, research and practice. San Francisco: Jossey-Bass.
Publication manual of the American Psychological Association (5th ed.).
(2001). Washington, DC: American Psychological Association.
Other readings as assigned (which will be distributed in class or sent electronically)
RECOMMENDED
TEXT
Howe, N., & Strauss, W. (2006). Millennials and the Pop Culture. United States of
America: LifeCourse Associates.
EXPECTATIONS
Students are encouraged to suggest new reading, projects or course activities, and
to challenge the ideas of the instructors and other students as presented in the course
materials.
Students should follow the guidelines of The Declaration of Good Participation.
Students are encouraged to relate outside events or activities to the subject areas covered
in this course.
Student behavior in the classroom and regarding all assignments is, at minimum, guided
by the rules and regulations described in the CSUN Catalog and Schedule of Classes.
Those who are planning to enter or are already in the counseling and educational fields
have a particular duty to model ethical conduct both in the classroom and in their work.
Poor writing performance on assignments, including improper grammar usage, spelling,
and sentence structure, may affect your grade on the assignment.
Students must proofread all assignments before submission.
All submitted work must be in APA format (unless otherwise specified).
Students are encouraged to purchase a three ring binder to maintain handouts and reading
assignments from the class.
Attendance at all scheduled course sessions is expected. The course is cumulative and
not attending one session may result in a loss of continuity. If you have an emergency
and cannot attend a session, please contact one of us by e-mail or phone prior to the start
of class. More than one absence may affect your grade for the class.
Late assignments will not be accepted (unless there is an emergency).
Assignment rewrites: Rewritten papers may be submitted to improve your grade. The
average of the two papers will be the final grade for the assignment.
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Preparation for the course: students should be aware of the amount of time necessary to
prepare for and to do well in a graduate course. Students need to devote approximately
6-9 hours per week to prepare for this class (approximately three hours per week for each
unit).
SESSION
COURSE OUTLINE
Session 1
August 27
Session 7
October 8
Session 8
October 15
Introduction
Course content, Assignments, Requirements,
Expectations, Disclosure
Exercise
Students of the 90’s
“Frosh”
Today’s College Student
The Millennial Student
CSUN Students
Student Development Theory
Overview, History, Paradigms, Role of Theory,
Research, Evaluation
Identity/ Psychosocial Theories
Student Development Theory
Psychosocial Theories
Identity Development Theories
Student Development Theory
Identity Development Theories
Cognitive Structural Theories
Student Development Theory
Cognitive-Structural Theories
Student Development Theory
Cognitive-Structural Theories
Session 9
October 22
Student Development Theory
Person-Environment Theories
Session 10
October 29
Student Development Theory
Person-Environment Theories
Group Project Work
Student Development Theory
Identity Development Theories
Diversity and Multiculturalism on Campus
Intervention Strategies/Community Building
Identifying Needs
Environmental Impacts/Community Building
Intervention Strategies
Diversity and Multiculturalism on Campus
Session 2
September 3
Session 3
September 10
Session 4
September 17
Session 5
September 24
Session 6
October 1
Session 11
November 5
Session 12
November 12
Session 13
November 19
Session 14
November 26
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Theory Application Exam
ASSIGNMENTS
Handout
Coomes/DeBard, Chapter 1,2,3
Course Expectations Due
Handout
Current Issues Reflection Due
Evans, Part One, Chapters 1,2
Part Two, Pages 55-57
Coomes/DeBard, Chapter 4
Handout
Evans, Part Two
Chapters 3, 4, and 7
Evans, Part Two
Chapter 7
Evans, Part Three, Chapter 8
Evans, Part Three
Chapters 10,11
Evans, Part Three
Chapter 9
Theory Critique Paper Due
Evans, Part One
Chapter 2, pp. 26-27, 29
Handout
Handout
Evans, Part Two, Chapters 5, 6
Handout
Case Study Analysis Due
Coomes/DeBard, Chapters 5,7
Coomes/DeBard, Chapter 6
Theory Application Exam
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Session 15
December 3
Session 16
December 10
Seniors
Identification of Needs
Theory Application and Intervention Methods
Course Evaluation
Group Presentations
Evans, Part Five, Chapter 15
Group Presentation and
Overview Due
The Declaration of Good Participation
WE THE PARTICIPANTS agree to the following guidelines...
We get what we give.
Respect others as you would ask them to respect you. Your level of enthusiasm and
participation in the process will determine the quality of this experience for you. Silence is an
acceptable level of participation at times. You may also pass if you do not feel comfortable
actively participating.
We were born with two ears and one mouth.
We should listen twice as much as we speak. The secret to effective listening lies within our
attention and awareness of this ratio.
We assume the role of teacher and student.
No one here should be viewed as “the expert “, the sharing of the collective experiences and
reflections of the class will be the basis for most of our learning here. You are both a teacher
and student. Your experiences and opinions matter. Use “I” statements as a foundation for your
opinions. If you are citing statistical information or data based opinions, be sure to cite your
sources.
We are the only ones who change ourselves.
You will hear information, opinions, facts, myths, stereotypes that may or may not align with
your personal attitudes and beliefs in the class. Some information will challenge you to open
your mind and examine a different perspective, and perhaps, develop empathy for others. The
open expression of ideas and beliefs is encouraged as part of the process of learning about
others and their cultural differences. The information expressed during the class is confidential.
We are all capable of making and learning from our mistakes.
If you say or do something that another participant has questions about, be open to the
feedback. If someone causes you to feel uncomfortable, be willing to constructively address the
individual. Be willing to apologize and/or accept an apology if you believe it is warranted.
We cannot address all of our issues in one class.
This class is just one opportunity for you to pause, take a pulse check, and assess the
importance of these issues in your life. To qualitatively address the personal and societal issues
of multiculturalism and diversity, one must make a life-long commitment to on-going education,
training and activism.
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