College Student Development Theory
HE 673
Fall Semester, 2001
Thursday, 1:10 - 4:00 p.m.
Red Carpet Room, Durrell Center
Jody Donovan, Assistant Professor
Office: 201 Administration Building
Phone: 491-5312
Email: jdonovan@lamar.colostate.edu
Lisa Miller, T.A.
Office: 629 S. Howes
Phone: 482-8487
ucm@lamar.colostate.edu
Description
The purpose of this course is to gain a deeper understanding of college student development theory and
its application to practice. Human development theories that are applicable to college student
populations will be examined.
Objectives
 Students will gain an understanding of developmental theory and process models as they apply to
college students.
 Students will be able to apply the theories and process models in their practice in student
affairs/higher education.
 Students will gain an understanding of the characteristics, demographics, values and attitudes of
today's college students.
 Students will gain an understanding of the impact of the college experience on today's college
students.
 Students will gain a general understanding of the importance of the environment on the
development of college students.
 Students will gain an understanding of outcomes assessment with regard to affective outcomes.
Text
Evans, N.J., Forney, D.S., & Guido-DiBrito, F. (1998). Student development in college.
Jossey-Bass: San Francisco, C.A.
College Student Development Theory
Page 2
Recommended Readings:
Bloland, P.A., Stamatokos, L.C., & Rogers, R.R. (1994). Reform in student affairs: A
critique of student development. Greensboro, NC: ERIC Counseling and Student Services
Clearinghouse.
Creamer, D.G. & Associates. (1990). College student development: Theory and practice for
the 1990's. Alexandria, VA: American College Personnel Association.
Moore, L.V. (Ed.) (1990). Evolving theoretical perspectives on students. New Directions
for Student Services, No. 51. San Francisco: Jossey-Bass.
Assignments
 Send a weekly email through WebCT answering the questions posed as threaded discussion items.
Respond to individual email questions directly to Jody and Lisa when assigned.
Due: Monday, by 5:00 p.m. each week. Log on to WebCT by August 27, 2001.
 Meet with Jody individually for an hour beginning mid-September through the end of October to
discuss class, paper topics, the SAHE program, any specific issues or concerns.
 Write a paper on a specific aspect of today's college students (i.e. values, attitudes, demographics,
student activism, etc.). (8-10 pages, APA style)
Due: September 13, 2001.
 Select a theory or process model about which you would like to learn more. Prepare a research
paper on this topic. Describe the theory and discuss how it may be applied to student affairs
administration. Include a one-page abstract with the paper. Instructors will make copies of
abstracts for each class member. (10-15 pages, APA style)
Due: October 11, 2001.
 Write an autobiographical account of your undergraduate experience (or another life phase after
your undergraduate years) using at least one developmental theory as a framework. Trace your
own development during college (or another life phase) through specific examples that can be
related to theoretical constructs. (8-10 pages)
Due: November 15, 2001.
 Select one book from the attached supplemental reading list that you have not previously read, and
read it before December 6. You will be asked questions on the take home final that will be related
to the book you choose. You may choose other books provided they will fit into one of the
categories and the instructors know about your choice.
 You will receive a take-home final. It will be due no later than 4:00 p.m. on December 10. The
final will be a case study format and will require that you apply student development theory to
contemporary issues, problems, students and settings.
Due: December 10, 2001. Finals will not be accepted after 4:00 p.m. on December 10, 2001.
College Student Development Theory
Page 3
Grading
Grades will be based on class participation, weekly emails, three papers, and the take home final.
Points will be reduced for late assignments. Assignments must be turned in at the beginning of class
on the due date to be considered for full credit. Partial credit will be given for late emails.
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Participation
Weekly Email
Today's College Student Paper
Research Paper
Autobiographical Account
Take Home Final
25% = 50 pts
10% = 20 pts
10% = 20 pts
20% = 40 pts
15% = 30 pts
20% = 40 pts
100% = 200 pts
Letter Grade:
A+ = 194 - 200
C+ = 154 - 159
A = 187 - 193
C = 147 - 153
A- = 180 - 186
C- = 140 - 146
B+ = 174 – 179
D+ = 134 - 139
B = 167 – 173
D = 127 - 133
B- = 160 – 166 D- = 120 - 126
F = Below 120 points
Course Outline
Date
Topic/Reading
August 23
Introductions: Peer and Course Expectations,
Syllabus Review, Logistics for WebCT
August 29
Student Affairs Staff Development Opportunity:
Here come the Millennials! by Helen Johnson
Room 228 Lory Student Center 8:15 a.m. – 11:30 a.m.
August 30
Introduction to Student Development Theory
 Evans, et al. (1998). Understanding and Using Student
Development Theory. In Student Development in College. (pp. 1 – 30).
 King, P. (1994). Theories of College Student Development:
Sequences and Consequences. Journal of College Student Development,
35, 413 – 421.
 Levine, A. & Cureton, J. (1988, May/June). Collegiate Life, An
Obituary. Change, 14-51.
September 6
Psychosocial Development
 Evans, et. al. (1988). Chickering’s Theory of Identity Development.
In Student Development in College. (pp. 35 – 52).
 Chickering, A., & Reisser, L. (1993). The Seven Vectors: An
Overview. In Education and Identity. (pp. 43 – 52).
Sign up for an individual meeting with Jody
College Student Development Theory
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September 13
Racial and Cultural Identity Development
(Blanche Hughes & Jennifer Williams Molock)
 Evans, et. al. (1988). Racial and Ethnic Identity
Development. In Student Development in College. (pp. 69-88).
 Hardiman, R. & Jackson, B.W. (1992). Racial Identity Development:
Understanding Racial Dynamics in College Classrooms and on
Campus. In New Directions for Teaching and Learning. no. 52. (pp. 2137) San Francisco: Jossey-Bass.
 Helms, J. (1994). The Conceptualization of Racial Identity and
Other “Racial” Constructs. In Human Diversity. (pp. 285 – 311).
 Poston, W.S.C. (1990). The Biracial Identity Development Model: A
Needed Addition. Journal of Counseling & Development, 69, 152-155.
 Gasser, H.S. (2000). Portraits of Individuality: A Qualitative Study
of Multiracial College Students. Unpublished master’s thesis, Colorado
State University, Fort Collins.
September 20
Moral Reasoning and Ethical Development
 Evans, et al. (1988). Kohlberg’s Theory of Moral Development, and
Gilligan’s Theory of Women’s Moral Development. In Student
Development in College. (pp. 171 – 202).
 Williams, C. (1989, Fall). Teaching Virtues and Vices. Philosophy
Today, 33, 195-203.
September 27
Cognitive Development
 Evans, et al. (1998). Perry’s Theory of Intellectual and Ethical
Development, and Later Cognitive-Structural Theories. In Student
Development in College. (pp. 127 – 170).
 Love, P. & Guthrie, V. (1999, Fall). Women’s Ways of Knowing.
In New Directions for Student Services, no. 88. (pp. 17 – 27). San
Franscisco: Jossey-Bass.
October 4
Sexual Orientation Identity Development
(Randy McCrillis & Student Panel)
 Evans, et al. (1998). Gay, Lesbian, and Bisexual
Identity Development. In Student Development in College. (pp. 89-106)
 Cass, V. (1979). Homosexual Identity Formation: A Theoretical
Model. Journal of Homosexuality, 4, 219-235.
 Fassinger, R. (1998). Lesbian, Gay and Bisexual Identity and
Student Development Theory. In Sanlo, R. (Ed.), Working with Gay,
Lesbian, Bisexual Transgender College Students.
 Jordan, J. (1991). A New Politics of Sexuality. American Sexuality
and Culture. (pp. 437-441).
 Rapp, G. (1995, May). From the Heart: Being an Ally to the Gay,
Lesbian, and Bisexual Community. Campus Activities Programming. 3337.
College Student Development Theory
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October 11
Racial Identity and Sexual Orientation Identity Development
Jamie Washington & Maura Cullen
Readings: TBA
October 18
Person/Environment Theory
(Jim Banning)
 Evans, et al. (1998). Student Development in College. (pp. 24-25).
 Banning, J.H. & Bryner, C. (2001). A Framework for Organizing
the Scholarship of Campus Ecology. [Electronic Version]. Journal of
Student Affairs, 10, 9-20.
 Strange, C.C. & Banning, J.H. (2001). Physical Environments: The
Role of Design and Space. In Educating by Design. Creating Campus
Learning Environments that Work. (pp. 9-32). San Francisco: JosseyBass.
October 25
Adult Development Theory
(Jeanie Ortega, Jody & Lisa with Student Panel
 Evans, et al. (1998). Schlossberg’s Transition Theory. In Student
Development in College. (pp. 107-122).
 Merriam, S.B. & Caffarella, R.S. (1988). Participation in Adult
Education; and Sociocultural and Integrative Perspectives on
Development. In Learning in Adulthood, A Comprehensive Guide. (2nd
ed.)pp. 45-71 & 117-137.
November 1
Involvement Theory
(Ian Crone)
 Evans, et al. (1998). Student Development in College. (pp. 26-27).
 Astin, A. (1996, March/April). Involvement in Learning Revisited:
Lessons We Have Learned. Journal of College Student Development, 37,
pp. 123-134.
 Astin, A. (1985). Excellence as the Development of Human Talent.
In Achieving Educational Excellence. (pp. 60-78).
 Astin, A. (1993, Fall). What Matters in College? Liberal Education,
pp. 4-15.
November 8
Faith/Spirituality Development Theory
(Lisa Miller)
Readings TBA
November 15
Disabilities Identity Development
(Jody & Lisa, Staff from Resources for Disabled Students and
Student Panel)
Reflection Assignment: TBA
College Student Development Theory
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November 22
FALL BREAK – No Class
November 29
The Future of Student Development Theory/ Ethical Use of
Theory/Criticism of Theory
(Paul Shang)
 Evans, et al. (1998). Using Theories in Combination, and Future
Directions for Theory in Student Development Practice. In Student
Development in College. (pp. 261-291).
 Welfel, E.R. (1990). Ethical Practice in College Student
Affairs. In Creamer, D.G. & Associates. (Eds.) College student
development: Theory and practice for the 1990's. Alexandria, VA:
American College Personnel Association. (pp. 195-216).
 Bloland, P.A., Stamatakos, L.C. & Rogers, R.R. (1995).
Student Development as a Reform Movement in Student Affairs, and A
Challenge to Student Development as a Philosophy. In Reform in
Student Affairs: A critique of student development. Greensboro, NC:
ERIC Counseling and Student Services Clearinghouse (pp. 1-25).
 Brown, R. (1995, August). Reform in Student Affairs: A
Counterpoint Comment. ACPA Developments, 22, pp. 11-12.
 Brown, R. (1995, Fall). Reform in Student Affairs: A Critique of
Student Development. [Book Review]. College Student Affairs Journal,
15, 96-99.
December 6
Theory Application to Campus Issues and Policies
December 10
Turn in Final Exam: 4:00 p.m. – VPSA Office
Outline for December 6
Divide into five groups of four students—will be assigned into groups, if time and organization allows
Class flow:
1:10 – 1:20 announcements, emails, etc.
1:20 – 2:00 group work
2:00 – 4:00 group presentations, discussions, role plays
10 min presentations/10 min feedback
Groups:
1. Use developmental theory to develop a Parents Program to help parents understand the
developmental needs of their students and how they can best help their students throughout the
four+ years through graduation. Put together ideas for programs, services, publications, etc.
2. Use developmental theory to work with developing judicial sanctions/interventions on students
who violate the academic dishonesty code of conduct. Put together ideas for sanctions, education,
prevention and programs for students, staff and faculty.
3. Use developmental theory to evaluate whether there should be a Multicultural Affairs Center or if
the needs of the students of color are better met with individual advocacy offices. Put together
arguments for each model and make a recommendation for programs and services.
4. Use developmental theory to evaluate whether the Greek system can continue to be a selfgoverning system. Put together arguments for each approach and develop programs, services,
interventions, education to work with the Greek students to achieve a greater level of development.
Make a recommendation for self-governance or University control.
5. Use developmental theory to design the new residence hall complex to maximize student
development. Put together ideas for design, staffing, requirements, policies, educational programs,
etc.
Objectives:
1. Identify the developmental issues within each situation
2. Identify the various theories which speak to each situation
3. Apply theory to practice in order to seek resolution, clarification, develop programs and services
and approaches to each situation. Make recommendations based on developmental theory.