Student Development Theories

Student Development Theories HPC 5820 Fall 2009

Catherine Clark Tiffany Lowe 201C Duncan Hall JET Building 262-2448 {office} 262-7593 {office} (336) 877-8878 {home} [email protected] [email protected] Office hours by appointment Office hours by appointment

Course Description

The class provides a general overview of the cognitive theories of college student development. Emphasis is placed on utilizing theory to understand and describe student learning, human behavior and development over the life span. The course includes cognitive, moral and learning theories. A multicultural focus will be included in the study of these theories.

Course Objectives

1. Develop an understanding of how learning and development takes place, what experiences facilitate growth, the conditions necessary for growth to occur, 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. Develop a clear understanding of the process of cognitive and moral growth that occurs throughout life with particular emphasis on development during the traditional college years (18-24 year old age group). 4. Understand theories addressing students from selected populations.

Required Texts

Evans, N.J., Forney, D.S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research and practice. San Francisco: Jossey- Bass.

Various readings assigned in class and on the syllabus Course Assignments

1. Annotated Bibliographies Throughout the semester, we will be discussing college student development theory in order to assist with not only understanding the concepts introduced in each theory, but also the practical application. You will be required to find and read 8 articles throughout the duration of the course. These articles (dated 2000-2009) should identify and discuss cognitive college student development theories and how they can be used to inform practice in higher education. On pre-scheduled dates, you will turn in annotated bibliographies on the articles that you have read. The articles you select must be different from any assigned in class or selected for your application to other assignment. Due dates: 9/24 and 10/8

2. Application to Other In groups of three, you will select either men or women for your paper. You will read articles (minimum of 10 articles) related to the cognitive development of men or women. These articles must be different from the articles you read for class or the articles you selected for your annotated bibliographies. You will then interview at least 6 male or female students. Your interviews should focus on cognitive development and the environments, people, events, and situations that facilitated and/or hindered their cognitive growth. Your final product from this assignment is a 10 page paper that integrates the articles, interviews and implications for practice in addressing the needs of your student population. Due Date 10/29 Additionally on October 29, 2009, we will spend time in class discussing your papers. Each group will be expected to share 3 relevant points for the discussion.

3. Application to Self For this assignment you will apply cognitive developmental theory to yourself. This is your opportunity to show how you have progressed cognitively from high school to now. Additionally, you will reflect on what environments, people, events, and situations facilitated and/or hindered your cognitive growth. Be creative with this assignment. Due Date: 11/12

4. Class Activity In the same groups as your application to other, you will put together a 20- 30 minutes class activity that will challenge us to think about cognitive development. The activity will not cover the theories, but rather be an interactive game/discussion/skit/role play/video that encourages us to discuss cognitive development. This will start on October 1st and run throughout the semester. Grading

Annotated Bibliographies………………………16 points

Application to Self……………………………….20 points

Application to Other…………………………….20 points

Class Activity…………………………………….10 points

Final………………………………………………..20 points

Involvement in the learning process………….14 points This course requires that students come prepared and ready to discuss the issues each week. Involvement in the learning process means that you are actively engaged in the class. This is demonstrated in a variety of ways including (but not limited to) being on time for class, staying for the entire class session, verbal and nonverbal participation, reading assignments prior to class and actively engaging yourself in small group work.

ALL ASSIGNMENTS ARE DUE AT THE START OF CLASS ON THEIR DUE DATE 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 within 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 an issue with a due date, please talk to Tiffany or Cathy before the due date.

For your paper you must use APA. For information on APA: http://www.apastyle.org/index.html

"Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting disability must contact and register with The Office of Disability Services (ODS) at www.ods.appstate.edu or 828-262-3056. Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations."

Please review the Academic Integrity Policy at http://www.judicialaffairs.appstate.edu Class Schedule

8/27 Orientation

9/3 Introduction to Theory Readings: *Evans, p. 1-30

9/10 Convocation

9/17 Perry Readings: *Evans, pp. 123-145 *Perry, W. (1978). Sharing in the costs of growth. In C.A. Parker (Ed.). Encouraging the development in college students (pp. 67-73). Minneapolis: University of Minnesota Press.

9/24 Belenky, Clinchy, Goldberger and Tarule Readings: *Evans: pp. 146-153 Guest: Dean Christoper Holland, Dean of Students, Brevard 4 annotated bibliographies are due

10/1 Baxter-Magolda Readings: *Evans: pp. 153-161 *Magolda, M.B. (2002). Helping students make their way to adulthood. About Campus, 6(6), 2-10. *Magolda, M.B. (2000). Interpersonal maturity: Integrating agency and communion. Journal of College Student Development, 41(2), 141-155. *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.

10/8 King and Kitchener Readings: *Evans, pp. 161-170 4 annotated bibliographies are due

10/15 Fall Break

10/22 Kohlberg Readings: *Evans, pp. 171-185 10/29 Gilligan Readings: *Evans, pp. 186-205 *Gilligan, C. (1998). Remembering Larry. Journal of Moral Education, 27(2), 125-140. Application to Other is Due 11/5 Kegan Readings: *Stewart, D.L. (2008). Confronting the politics of multicultural competence. About Campus, 13(2), 10- 17.

11/12 Spiritual Development Love, P.G. (2002). Comparing spiritual development and cognitive development. Journal of College Student Development, 43(3), 357- 373. Application to Self is Due

11/19 Learning Theory

11/26 Thanksgiving

12/3 Final Exam