Office Hours: Monday - 5:00 p.m. - 6:00 p.m. and Tuesday 1:00 p.m. - 4:00 p.m.
Appointments outside of posted office hours may be scheduled by contacting the instructor in person, by phone, through email, or by leaving a note in the instructor's mailbox.

To be effective professional practitioners, students must understand the theories upon which their field is predicated. The purpose of this course is to provide a thorough and comprehensive review of key student developmental theories. These theories will describe student patterns of growth and development during the college years. Further, this course will explore barriers to student development and the roles and responsibilities student affairs staff share in reducing these barriers. We will also explore the emerging theories and models, and their translation into practice for working with diverse cohorts of students attending institutions of higher education. Additionally, students will be encouraged to use multiple perspectives to understand and appreciate the influence of college and university environments on student behavior.

It is also important to note that student development theory is constructed by observing and talking with students about their experience. As such, existing theories describe particular contexts. Because no theory is able to describe the diversity that exists among students, understanding students requires understanding how to develop theory. This course focuses on developing theory so that you will be able to expand your knowledge of theory to address the students you will work with at any given time.

We will access students' stories through reading, talking to students, and sharing our own developmental stories. We will construct theories from those stories and compare them to those existing in the literature to enhance our understanding of students. This approach to the course will necessitate our functioning as a "work group." This means preparing prior to class, sharing ideas, insights and questions in class, taking risks to share thoughts that are not fully developed, building on each other's ideas, disagreeing when it is helpful to do so, and genuinely listening to each other. We will talk about how to create the atmosphere that makes this possible the first class session. This approach also means dealing with ambiguity. Rather than read existing theory and compare students to it, we will be trying to understand students in their own right before reading existing theory extensively. Sometimes this results in wondering what it is you are hearing! It does, however, avoid forcing students' experiences into preexisting theoretical perspectives. The final outcome should be that each student can comfortably understand and apply student theory to the practice of student development.

Course Goals:

1. To develop an understanding of the role of theory and practice in facilitating the development of college students;

2. To gain an explicit understanding of select theories that address the development of college students;

3. To explore the systematic application of theory to the practice of student development, focusing on the conditions and mechanisms that facilitate such development;

4. To approach a tentative synthesis of the nature of student development, based upon personal observation, critical reflection, and consideration of the range of current theories and applications; and

5. To develop the skills of analysis, synthesis, and communication (oral and written) concerning issues and ideas salient to the student development profession.

Required Texts:

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

Chickering, A.W., & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco: Jossey-Bass.

Suskind, R. (1998). A hope in the unseen: An American odyssey from the inner city to the Ivy League. New York: Broadway.

Publication Manual of the American Psychological Association (4th ed.). (1994). Washington, D.C.: American Psychological Association.

A packet of course readings is available from The Florida Bookstore on University Avenue near the Swamp Restaurant and across the street from the Main Library.

Course Readings:

See course schedule for weekly reading assignments. Other articles may be assigned as appropriate. In addition to the textbooks listed above, various REQUIRED assigned readings (journal articles and book chapters) are available in your FBS Copy packet. All students are expected to attend class prepared to discuss the reading material assigned for that day.

Course Expectations:

1. Class members are expected to complete the assigned reading prior to class sessions. Note that some readings are entire books. It is important to review the reading schedule in advance in order to organize your reading. From time to time you may be asked to share issues or questions you may have at the beginning of the class period. Please be prepared to participate in the sharing period and class discussion.

2. Class members are expected to complete assessment instruments or exercises as assigned to further understand student development theories.

3. Study guides are provided to assist you in managing and integrating the information provided through the readings and class sessions. Specific learning activities are offered -- you are encouraged to engage in those that will assist you in meeting the course objectives.

4. The objectives of this course will be pursued through assigned readings, class discussion, written assignments, and examinations. Final evaluation of your work will be based on the quality of all your written work and performance on course examinations.

5. The following assignments and exams, described in the next section of the syllabus, have been designed to challenge you to demonstrate not only your knowledge of the theoretical content of the course, but also the practical application of theories describing college students' growth and development.

6. Guidelines for each of the papers are noted in the syllabus.

7. Speling and gramatticle erors are not acceptibal in graduite levle wrok. Please follow the reference style guidelines contained in the Publication Manual of the American Psychological Association (4th edition) (aka "the APA Manual").

8. Standards of academic honesty and integrity are expected to be upheld in all aspects of this course (e.g. classroom discussions, tests, assignments, and projects).

9. All students are required to have an email address and access to the world wide web (internet).

A. Active Reading: Active reading means doing the following for each reading: list points you think are important, questions you may have and inconsistencies you find, areas of interest, and connections with other readings both in this course and others. Active learning means that you not only read the readings, but that you develop points of view about what the authors say and do some critical analysis of the ideas in the readings. The nature of the course necessitates completing the assigned readings prior to class sessions. Our discussions will hinge on the readings and the quality of the discussion will depend on class members' understanding of the readings. Note that some readings are extensive. It is important to review the reading schedule in advance in order to organize your reading. If you would benefit from discussion of ideas prior to class discussion, form a reading group to do this.
B. Active Participation: Active participation means that you bring your insights and contribute them to the class discussion. It also means engaging actively with the thoughts of your colleagues --- listening carefully, responding openly to, and making connections among others' contributions. It probably goes without saying that attendance is essential for active participation; however, unsaid expectations do not make for effective communication. Attendance is essential; although I know circumstances sometimes prevent attendance, it is your responsibility to minimize absences. Missing TWO sessions will result in a decrease of a full letter grade in the course; missing THREE will result in being dropped from the course.
C. Required Assignments: Are described on attached pages and deadlines are on the syllabus. Assignments are expected to be in class on the due date at 5:10 p.m. (before I begin my lecture). Late papers WILL NOT BE ACCEPTED.

One of the best ways to understand student development theory is to connect it to our own experience. In order to use the narrative mode of knowing, we will write our own stories to "get inside" the particulars of student development. Then we will use the theoretical perspectives to reflect on our own stories, using the rational mode of knowing. Specifically, the assignment involves the following steps:

1. Write your story; have this ready to bring to the 9/19 class session. Use Cooper, J.E. (1991). Telling our own stories. In C. Witherell & N. Noddings (Eds.), Stories lives tell: Narrative and dialogue in education (pp. 96-112). New York: Teachers' College Press (on reserve in the Education Library) as a resource for how to write a story; I will also give you my story in advance to use as an example. Class members will exchange stories and offer feedback. (Maximum length is 5 pages single spaced (maximum length; 11-12 point font using Times, Times New Roman, Courier or Courier New).

Note: If you are more comfortable not sharing your personal experience, I will be happy to JOINTLY construct an alternative assignment with you in the first couple of weeks of the semester.

2. Draft a student development theory that reflects the major ideas in your story. Go through your story to identify themes that relate to the interpersonal, interpersonal, and cognitive dimensions of development. Organize the themes into a "picture" of development using your data to explain the themes you include. This can take any form as long as it contains themes for each dimension and explains what each theme means. Use the Patton reading (distributed in class) as a guide to help you identify themes and construct a theory. Have this ready to bring to the 9/19 class session; class members will exchange and offer feedback and Dr. HH will read this part and provide feedback (maximum length 3-5 double spaced pages; 11-12 point font using Times, Times New Roman, Courier or Courier New).

3. Compare your story and theory to ALL of the existing theory we explore in class. In this analysis you'll want to comment on: (a) parallels you notice between your experience/theory and existing theory and why you think these exist, and (b) differences you notice between your experience/theory and existing theory and why you think these exist. In some cases it may be that your experience prompted a different developmental pattern; in other cases you may interpret the theory as having a shortcoming.

This analysis should be integrated or "layered together" reflecting that the cognitive, intrapersonal and interpersonal dimensions of development are intertwined. The theories are layered together because the cognitive theory mediates what occurs in psychosocial theory, gender theory mediates what happens in cognitive and psychosocial theory, race theory mediates what happens in other dimensions, etceteras. Thus rather than a list of comparisons to each theory, discuss how your comparisons on one theory relate to your comparisons on another. For example, if you said you were relational in ways of knowing and you were relational in identity, how do these two notions intersect?

A tip on making this task manageable: rather than going on a seek and find mission to match and contrast pieces of your theory to pieces of all the existing theories, start by identifying the core ideas of each theoretical group. For example, how do Chickering and Reisser capture the essence of psychosocial development? How do the authors on gender enhance this picture with their data on women and men? How do the racial and ethnic identity authors enhance this picture of identity development? How do the sexual orientation authors enhance this picture of identity development? Then return to do this same layering of cognitive theory through these same groupings (overview, gender, race/ethnicity, sexual orientation). Once you have this material, you can identify ways in which your theory parallels these pictures and ways in which it does not. What you want to include in your paper is your analysis of matches and mismatches (not a paper on the core ideas of each theoretical group); in that analysis your understanding of the above interconnections should be apparent. (maximum length is 8 double spaced pages; 11-12 point font using Times, Times New Roman, Courier or Courier New).

4. Explore applications of theory that would be beneficial given your developmental analyses. This involves developing two applications, based on the application principles studied in class, that would promote your development. You may focus on your current development or choose an earlier point in development. The applications should integrate all three dimensions of development and explicitly use the application principles from the readings. If the application is one that actually took place, be sure to explain how it matches the application principles and your developmental story (maximum length is 6-8 double spaced pages; 11-12 point font using Times, Times New Roman, Courier or Courier New).

In order to avoid constructing this paper at the end of the course, it will be due in parts. Due dates are noted here and on the course outline. Parts 1 and 2 will be reviewed in class, I will review parts 2 and 3, and I will meet with you individually and review your draft of Part 4 if you need assistance. This feedback should help you construct the paper as you go and keep you on schedule.

This assignment will be evaluated on the quality of your interpretations and the use of data you provide rather than on the actual data. In other words, you will not be evaluated on your personal development, but rather on how you use this information to address the ideas noted the he above steps. Be sure to include all the steps listed in your paper. Any data that y you share will remain confidential; I am very careful with these papers to ensure that no one else sees them or learns of their content. Despite this, you must judge the degree to which to share your personal experience as you address the above steps.

You are REQUIRED to attend the Third Annual Riker Lecture Series which will be held October 19 and 20, 2000. The Riker Dinner is free of charge for SPHE students and you will have an opportunity to converse with one of the preeminent scholars in the field, Dr. Ernest Pascarella. Registration material will be distributed the second week of class. If you are unable to attend the dinner please let me know the second week of class. The lecture on Friday, October 20^th is required and if you DO NOT ATTEND a total of 25 POINTS will be DEDUCTED from your final grade.

You will be administered TWO in class exams during the semester. The exams will consist of multiple choice, matching, fill in the blank, short answer essay, and/or long essay questions. You will be given three hours to complete the exam. A study guide will be provided for both exams. The tests will cover the assigned readings up to one week prior to the exam. Specifically, Exam I will cover the introductory material and psychosocial theories. You will be responsible for completing the assigned readings through October 17. Exam II will cover the cognitive developmental theories and the issues and implications material. Read all material from October 31 through November 21 for this exam.

Accessing actual student stories will give us another source of the particulars of student development theory. The student development literature contains stories of some student groups and fewer stories of others. We will attempt to acquire stories of some of those students less visible in the literature. This assignment involves working in a team to interview and analyze these stories. Specifically, the assignment involves:

1. Interview a minimum of three students and write their story. Use the ideas we studied in class and the readings on the interviewing to guide your conversation. Take sufficient notes to write the story after the interview. Arrange for the possibility of talking with the student again in case you need more information for the story. NOTE: A University of Florida Institutional Research Board Form must be completed before you begin interviewing students. We will review this process in class.

 
2. Draft a student development theory that reflects the major ideas in the three stories. Go through the stories to identify themes that relate to the interpersonal, intrapersonal, and cognitive dimensions of development. Organize the themes into a "picture" of development using you development using your data to explain the themes you include. This can take any form as long as it contains themes for each dimension and explains what each means. Use the Patton reading as a guide for this process.

3. Compare your stories and theory to three theories we explore in class. In this analysis you'll want to comment on: (a) parallels you notice between students' stories/theory and existing theory and why you think these exist, and (b) differences you notice between students' stories/theory and existing theory and why you think these exist. In some cases it may be that the students' particular experience prompted a different developmental pattern; in other cases you may interpret the theory as having a shortcoming. See the notes on integration and how to approach this theory building task in part 3 of the "Your Story"assignment.

This assignment will culminate in a 45 minute class presentation December 5^th or 12^th (determined by a drawing the second week of class) by your team of three to share your theory for this group of students and your critique of how existing theory relates to the stories you heard. If you would like to acquire my feedback prior to your presentation, please schedule a one hour meeting with me and at least two members of your group, TWO CLASS SESSIONS prior to your presentation. The more YOU bring to that meeting in FINAL FORM, the better feedback I can provide. I opted not to critique each part of the assignment because you will be acquiring feedback from each other in the process.

There is no paper due. Instead you are expected to have the following handouts for the class:

1. Your theory - preferably in a chart of some sort.
2. Brief explanation of the components of your theory, including data from the stories (1-2 pages)
3. An overview of comparison of your theory to existing theory --- preferably in a 1 or 2 page chart
4. A bibliography of 10 books, articles, and/or book chapters beyond those noted on the reading list are to be provided in the form of a handout. Web sites can be noted but they WILL NOT count as part of the 10 references. Evaluation of this assignment will be based on the content of your material as well as the effectiveness of your presentation. Your grade will be reduced one-half letter for every minute you go over 45 minutes.

INTRODUCTION

1. University of Florida Institutional Review Board Form - Download from the UF web site and bring to class: www.ufl.edu

2. Developmental Theory: Expanding the Canon and Transforming the Academy. Tim McMahon

3. Student Development Theory: The Practice of Student Judicial Affairs and The Ethical Development of Students. Karen Boyd

4. Strange, C.C. (1994) Student development: The evolution and status of an essential idea. Journal of College Student Development, 35 (6), 399-412.

5. King, P.M. (1994). Theories of college student development: Sequences and consequences. Journal of College Student Development, 35 (6), 413-421.

6. Stage, F.K. (1996). Setting the context: Psychological theories of learning. Journal of College Student Development, 37, 227-235.

7. Strange, C.C., & King, P.M. (1990). The professional practice of student development. In D.G. Creamer & Associates, College student development: Theory and practice for the 1990's (pp. 9-24). Alexandria, VA: American College Personnel Association.
 
 

PSYCHOSOCIAL DEVELOPMENT

8. Garfield, N.J., & David, L.B. (1986). Arthur Chickering: Bridging theory and practice in student development. Journal of Counseling and Development, 64, 483-491.

9. Poindexter-Cameron, J.M., & Robinson, T.L. (1997). Relationship among racial identity attitudes, womanist identity attitudes, and self-esteem in African American college women. Journal of College Student Development, 38, 288-296.

10. Pope, R.L. (2000). The relationship between psychosocial development and racial identity of college students of color. Journal of College Student Development, 41, 302-312.

11. McEwen, M., Roper, L.D., Bryant, D.R., & Langa, M.J. (1990). Incorporating the development of African-American students into psychosocial theories of student development. Journal of College Student Development, 31, 429-436.

12. McIntosh, P. (1993). White privilege and male privilege: A personal account of coming to see correspondence as through work in women's studies. In A. Minas (Ed.), Gender basics: Feminist perspectives on women and men. Belmont, CA: Wadsworth.

13. Helms, J.E., & Cook, D.A. (1999). Models of Racial Oppression and Sociorace. In J.E. Helms and D.A. Cook (Eds.), Using race and culture in counseling and psychotherapy: Theory and process, (pp. 69-100). Needham Heights, MA: Allyn & Bacon.

14. Biracial identity development. In J.G. Ponterotto, J.M. Casas, L.A. Suzuki, & C.M. Alexander (Eds.), Handbook of multicultural counseling. (pp. 199-217). Thousand Oaks, CA: Sage.

15. Sodowsky, G.R., & Kwan, K-L.K., & Pannu, R. (1995). Ethnic identity of Asians in the United States. In J.G. Ponterotto, J.M. Casas, L.A. Suzuki, & C.M. Alexander (Eds.), Handbook of multicultural counseling. (pp. 123-154). Thousand Oaks, CA: Sage.

16. Casas, J.M., & Pytluk, S.D. (1995). Hispanic identity development. In J.G. Ponterotto, J.M. Casas, L.A. Suzuki, & C.M. Alexander (Eds.), Handbook of multicultural counseling. (pp. 155-180). Thousand Oaks, CA: Sage.

17. Howard-Hamilton, M.F., Richardson, B.J., & Shuford, B. (1998). Promoting multicultural education: A holistic approach. College Student Affairs Journal, 18 (1), 5-17.

18. Howard-Hamilton, M.F. (1997). Theory to practice: Applying developmental theories relevant to African American males. In M. Cuyjet (Ed.), Helping African American men be successful in college. (pp. 17-30). San Francisco: Jossey-Bass.

19. Johnson, S. D. (1997). The multiple hats of identity: Addressing the various components of African American identity in student development. College Student Affairs Journal, 16, 65-71.

20. Mohr, J.J., & Sedlacek, W.E. (2000). Perceived barriers to friendship with lesbians and gay men among university students. Journal of College Student Development, 41 (1), 70-80.

21. Rodriquez, S. (1997). Detour from nowhere: The remarkable journey of a re-entry community college woman. Initiatives, 58 (1), 1-9.

22. Horn, M.M. (1997). Meeting older student needs and the CLAIRE model. College Student Affairs Journal, 16 (2), 47-55.
 
 

COGNITIVE DEVELOPMENT

23. Guthrie, V.L. (1997). Cognitive foundations of ethical development. In J. Fried (Ed.). Ethics for today's campus: New Perspectives on education, student development, and institutional management (pp. 23-44). San Francisco: Jossey-Bass.

24. King, P.M., & Kitchener, K.S. (1994). Developing reflective judgment. (pp. 1-19, 45-74, 222-257). San Francisco: Jossey-Bass.

25. King, P.M., & Baxter-Magolda, M.B. (1996). A developmental perspective on learning. Journal of College Student Development, 37, 163-173.

26. King, P.M., & Shuford, B.C. (1996). A multicultural view is a more cognitively complex view: Cognitive development and multicultural education. American Behavioral Scientist, 40, 153-164.

27. Baxter-Magolda, M. (2000). Interpersonal maturity: Integrating agency and communion. Journal of College Student Development, 41, 141-156.

28. Rest, J.R. (1985). Moral development in young adults. In R.A. Mines & K.S. Kitchener (Eds.), Social-cognitive development in young adults (pp. 92-111). New York: Praeger.

29. Derryberry, W.P., & Thoma, S.J. (2000). The friendship effect: Its role in the development of moral thinking in students. About Campus, 5, 13-18.

30./1. Student Development Theory: The Practice of Student Judicial Affairs and The Ethical Development of Students. Karen Boyd(Note this was reading #1 in the packet ó please read again).

31. Ethics and Professional Integrity. Jim Lancaster
 

ISSUES AND IMPLICATIONS

32. Rodgers, R.F. (1990). Recent theories and research underlying student development. In D.G. Creamer & Associates, College student development: Theory and practice for the 1990ís (pp. 27-79). Alexandria, VA: American College Personnel Association.

33. Coomes, M. (1994). Using student development to guide institutional policy. Journal of College Student Development, 35 (6), 428-437.

34. Upcraft, M.L. (1994). The dilemmas of translating theory to practice. Journal of College Student Development, 35 (6), 438-443.