Student Development Theories II
HPC 5821
Spring 2009
Thursdays 9:30-12:20, 200 EDH
Catherine Clark
201B Duncan Hall
262-2448 {office}
(336) 877-8878 {home}
Office Hours by Appointment
This course provides a general overview of student development theories. Particular emphasis will be placed on utilizing theory to understand and describe student learning, human behavior and development over the life span. The course includes psychosocial, and identity theories. A multicultural focus will be included in the study of these theories.
1. Develop an understanding of how learning and development takes place, what experiences facilitate growth, learning and development, the conditions necessary, and how to create environments to assist students in the maturation process.
2. Develop the ability to critique and evaluate theories and understand the practical applications of theory to situations and environments within student development practice.
3. To develop a clear understanding of the process of psychosocial and identity development that occurs throughout life with particular emphasis on development during the traditional college years (18-24 year old age group).
4. To understand theories addressing the development of students from selected populations.
Evans, N.J., Forney, D.S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research and practice. San Francisco: Jossey-Bass.
Harper, S.R., & Quaye, S.J. (2009). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York: Routledge
Reserved Readings available through the library
1. Application of Self
You will be asked to apply the psycho-social and identity theories discussed in class to your college experience. This is your opportunity to show how you have developed according to the information studied and discussed in the theories. Be creative with this assignment! Due: 3/5
2. Application to Other.
Working in groups of 3, your group will be asked to identify a student population that interests you. You will read articles related to the psycho-social and identity development of your student population and interview, at least six students who identify as members of that student population. Your final products with be a ten page paper that covers a literature review of the psycho-social and identity development of your student population, your interviews and suggestions for addressing the needs of your population. Additionally, you will make a 15 minute presentation to the class. Due: 3/26. Presentations will be 3/26 and 4/2
3. Class Activity
Design an in-class activity/case study that addresses the topic of the day and aids in our understanding of putting theory into practice. Activities can include role playing, skits, case studies, small group work, games, videos etc.
4. Final Exam
The final exam will be essay format. You will be expected to show an understanding of the theories and the application of theory to Student Affairs work. Exam is scheduled for April 9.
Application to Self………………..………………..20 points
Application to Other……………………...... 25 points
Paper 15 points
Presentation 10 points
Class Activity………………………………………20 points
Final………………………………………………….20 points
Involvement in the Learning Process…………15 points
Please note: Any assignment not turned in at the designated classroom due date & time will result in ONE letter grade reduction for each day late. Assignments not turned in with three days after the designated classroom due date & time will NOT BE ACCEPTED and result in a failing grade for the assignment.
IF YOU HAVE ANY PROBLEMS WITH ASSIGNMENTS &/OR DUE DATES, PLEASE CONTACT ME PRIOR TO THE DUE DATE SO POSSIBLE ACCOMMODATIONS MAY BE MADE IF NECESSARY.
Snow Policy: If the University cancels class for a portion of the morning, our class will start when they open and we will have an abbreviated class. If you have concerns about the weather, call my home number for any updates.
1/15 Meet at Greenbriar Theater
1/22 Psychosocial development - Chickering
Readings: Evans, pp. 31-52
1/29 Psychosocial development
2/5 Black identity Development
Readings: Evans, pp.69-88
Harper and Quaye, pp. 137-178
*Kalsner,L., & Pistole, M.C. (2003). College adjustment in a multiethnic sample: Attachment, separation-individuation, and ethnic identity. Journal of College Student Development, 44(1), 92-109.
*Watt, S. (2006). Racial identity attitudes, womanist identity attitudes, and self esteem in African American college women attending historically Black single-sex and coeducational institutions. Journal of College Student Development, 47(3), 319-334.
*Museus, S.D. (2008). The role of ethnic student organizations in fostering African American and Asian American students’ cultural adjustment and membership at predominantly white institutions. Journal of College Student Development, 49(6), 568-586.
2/12 White Identity Development
Readings: Harper and Quaye, pp 199-222
*Ortiz, A.M., & Rhoads, R.A. (2000). Deconstructing whiteness as part of a multicultural framework: From theory to practice. Journal of College Student Development, 41(1), 81-93.
*Cole, D., & Ahmadi, S. (2003). Perspectives and experiences of Muslim women who veil on college campuses. Journal of College Student Development, 44(1), 47-66.
*Closson, R.B., & Henry, W.J. (2008). The social adjustment of undergraduate white students in the minority on an historically Black college campus. Journal of College Student Development, 49(6), 517-534.
2/19 Latino/Latina Identity Development
Readings:
*Torres, V. (2003). Influences of ethnic identity development of Latino college student in the first two years of college. Journal of College Student Development, 44(4), 532-547.
*Renn, K.A. (2003). Understanding the identities of mixed-race college students through a developmental ecology lens. Journal of College Student Development, 44(3), 383-403.
*Pizzolato, J.E., Chaudhari, P., Murrell, E.D., Podobnik, S., & Schaeffer, Z. (2008). Ethnic identity, epistemological development , and academic achievement in underrepresented students. Journal of College Student Development, 49(4), 301-318.
*Maramba, D.C. (2008). Immigrant families and the college experience: Perspectives of Filipina Americans. Journal of College Student Development, 49(4), 336-350
*Guardia, J.R., & Evans, N.J. (2008). Factors influencing the ethnic identity development of Latino fraternity members at a Hispanic serving institution. Journal of College Student Development, 49(3), 163-181.
2/26 Gay/Lesbian Identity Development
Readings: Evans: pp.89-106
Harper and Quaye: pp. 61-79
*Evans, N.J. (2000). Creating a positive learning environment for Gay.Lesbian and Bisexual students. New Directions in Teaching and Learning, 82, 81-87.
*Dilley, P. (2005). Which way out? A typology of non-heterosexual male collegiate identities. Journal of Higher Education, 76(1), 56-88
*Thompson, E.M., & Morgan, E.M. (2008). “Mostly straight” young women: Variation in sexual behavior and identity development. Developmental Psychology, 44(1), 15-21.
*D’Augelli, A. (2006). Coming out, visibility, and creating change: Empowering Lesbian, Gay, and Bisexual people in rural university community. American Journal of Community Psychology, 37(3/4), 203-210.
3/5 Adult Development and Gender Development
Readings: Evans: pp. 53-68 and 107-122
Harper and Quaye, pp. 99-116
Application to Self Due
3/19 Spiritual Identity Development
Readings:
Harper and Quaye, pp. 81-98
3/26 Student Presentations
Application to Other Paper Due
4/2 Student Presentations
Panel Discussion
4/9 Final Exam