HgEd 676  Student Development Theory II

Spring 2001

Meeting Time: Tues, 2:10-5 p.m.

Location:  Lagomarcino 102

Instructor
Nancy J. Evans
Associate Professor 
N247D Lagomarcino Hall
Iowa State University
Ames, IA 50011
Phone: 515-294-7113 (O)
515-268-8903 (H) 
FAX: 515-294-4942
email: nevans@iastate.edu 

 

Teaching Assistant
Bob Reason
Graduate Assistant
E005 Lagomarcino Hall
Iowa State University
Ames, IA 50011
Phone: 515-294-1941 (O)
515-965-9223 (H)
FAX: 515-294-4942
email: rreason@iastate.edu


Office Hours: By appointment. Please call or email for an appointment. Dr. Evans is available for appointments Mon., Thurs., and Fri. afternoons. Please call at home only in emergency situations and never after 9 p.m. Mr. Reason can most easily be reached via email or at his office number.

Course Prerequisites

(1) Enrollment in the graduate program in Higher Education, and (2) successful completion of HgEd 576 Student Development Theory and Research I or its equivalent. If you do not meet both of these prerequisites, you must obtain the instructor's permission to remain in the course. 

 

Course Rationale

            A stated goal of the student affairs profession is to maximize student learning through the facilitation of the many aspects of personal and interpersonal development. To accomplish this goal, student affairs professionals must have a clear understanding of the developmental issues facing students throughout their lifetimes and the process by which development occurs. They must also be aware of factors that affect development and be able to work with individuals, groups, and organizations within the diverse campus community to establish environments conducive to the development of students from a variety of backgrounds. Knowledge of theories of human development and their application in college settings will assist student affairs professionals in accomplishing these goals.

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*This syllabus is subject to change at the discretion of the instructor. Advance notice will be provided of any changes made.

**If you have a documented disability that may affect your ability to participate fully in the course or if you require special accommodations you are encouraged to speak with the instructor so that appropriate accommodations can be arranged.

Course Overview

This course will focus specifically on the following aspects of development: career development; spiritual development; adult development; racial/ethnic identity development; gay, lesbian, bisexual, and transgender identity development; bicultural and multiple identity development; and developmental issues of disabled individuals. It presumes a basic understanding of and facility with cognitive and psychosocial theories, particularly the work of Erikson, Chickering, Piaget, Perry, Kohlberg, and Gilligan.

Course Objectives

            As a result of successful participation in this course, you should achieve the following learning outcomes:

Cognitive

1.     become familiar with the major theories of human development  focusing on career development; spiritual development; adult development; racial/ethnic identity development; gay, lesbian, bisexual, and transgender identity development; bicultural/biracial and multiple identity development; and disability.

2.     develop an awareness of the context in which development occurs.

Affective

1.     have an increased appreciation for the importance and usefulness of developmental theory in working with diverse populations of college students.

2.     be sensitive to the importance of creating positive environments that facilitate development.

Behavioral

1.  be able to critically analyze theory, verbally and in writing.

2.  be able to appropriately use theory as a basis for your work with students.

Required Texts

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

            Ponterotto, J. G., Casas, J. M., Suzuki, L. A., & Alexander, C. M. (1995). Handbook of multicultural counseling. Thousand Oaks, CA: Sage.

            Baumgartner, L., & Merriam, S. B. (1999). Adult learning and development: Multicultural stories. Melbourne, FL: Krieger.

            HgEd 676 Student Development Theory II Courseworks

These texts and the courseworks packet are available at the Iowa State University Bookstore. In addition, each of the required texts has been placed on reserve at the Parks Library (under HgEd 676 - Evans) if you would prefer to access the material in this way.

The following book is available only on reserve at the Parks Library. We will be reading several stories from it. The page numbers of the required stories are indicated on the course schedule. You may wish to copy these stories to add to your reading packet or you may read them at the library.

            Merriam, S. B. (1983). Themes of adulthood through literature. New York: Teachers College Press.

In addition, you will be expected to complete the on-line version of the Self-Directed Search found on the following Website: http://www.sdstest3.com. The cost for taking this instrument is $7.95 payable by credit card.

            Course Requirements

1.     Completion of assigned reading.

2.     Participation in class discussion and activities.

3.     A weekly email response to the assigned reading and class discussion.

4.     A career development self-analysis.

5.     A written critique of a book outlining a theory or study of adult development.    

6.     Participation in a panel discussion of identity development based on interviews conducted with members of a specific student population.

7.     Completion of a final integrative paper.

Descriptions of each assignment are included later in the syllabus.

     Evaluation

The above assignments will be weighted as follows:

1.     Participation                    10%

2.     Email reactions                10%

3.     Self-analysis paper               20%

4.     Book critique                  20%

5.     Panel presentation                      20%

6.     Integrative paper                     20%

           

The grading scale will be as follows:

93-100 A                 83-86 B           73-76 C    

90- 92  A-       80-82  B-           70-72 C-

87- 89  B+                  77-79 C+           less than 70 F

Class Policies

            If you must hand in work late for a legitimate reason (e.g., personal illness, family illness) please contact the instructor (not the GA) to discuss the situation PRIOR TO CLASS. The grade for any work handed in late without a legitimate reason will be reduced by 5 points for each day it is late.

            If you must miss class for a legitimate reason (e.g., illness, family emergencies, work emergencies, court appearances, conferences) please contact the instructor PRIOR TO CLASS. If you do not inform the instructor of the reason for your absence, it will be considered unexcused and 5 points will be subtracted from your participation grade.

            NO INCOMPLETES WILL BE GIVEN IN THIS CLASS except for major emergencies (e.g., hospitalization) and only after consultation with the instructor. Incompletes will not be granted simply because more time is desired to complete the assignments.

            Class will start promptly at 2:10 p.m. You are expected to be in your seat and ready to begin class at this time. Arriving late to class is disruptive and disrespectful of your classmates and instructor. If a prior commitment will affect your ability to arrive on time, please notify the instructor PRIOR TO CLASS. Unexcused tardiness will result in 5 points being deducted from your participation grade.

            You are responsible for understanding and abiding by Iowa State University's policies regarding academic integrity and student conduct. Academic dishonesty, including obtaining unauthorized information, tendering of information, misrepresentation, bribery, and plagiarism, is strictly prohibited. You should be familiar with the definitions and policies related to academic dishonesty found in the ISU General Catalog, Graduate Catalog, and Graduate College Manual. The APA Publication Manual also contains useful information.

            All written assignments are expected to conform to the guidelines and reference formats specified in the Publication Manual of the American Psychological Association (4th ed.). All work must be word processed or typewritten, double-spaced, using 12-point font. Please staple your papers in the upper left-hand corner. Do not use binders of any type.

            Written assignments will be graded on the technical quality of the writing as well as content. All written assignments should be carefully proofread for spelling, grammar, and syntax. Assignments containing multiple errors will be returned, ungraded, for student revision and resubmission.

            You are responsible for completing the required readings in advance of the designated class session. Class discussion and activities will focus on critique and application of the assigned material, not review of material covered in the reading.

You will be expected to contribute actively and positively to the class discussion. Actively engaging in discussion about ideas and concepts is one means of learning new material and considering your position with regard to those ideas and concepts. Participation in the class is designed to help you develop your verbal and listening skills by encouraging active involvement in the learning process. Participation does not necessarily equal talking a lot (in fact, talking for the sake of talking often detracts from one's participation). The following are examples of factors considered when evaluating participation:

 

ˇ       contributing interesting, insightful comments

ˇ       presenting good examples of concepts being discussed

ˇ       building on the comments of others

ˇ       raising good questions

ˇ       being sensitive to your level of participation and making attempts to increase or decrease it if necessary

ˇ       being sensitive to the emotional impact of your statements

ˇ       listening and responding appropriately to others' comments

ˇ       attending all class meetings

ˇ       being on time

           

Course Schedule and Assignments

Jan.   9             Course expectations and overview, the concept and components of identity, an exploration of personal identity  

Jan. 16             Career Development

Reading: Texts: Evans, et al., Ch. 13 (Holland); Courseworks: Super, 1990; Reserve: Merriam, pp. 240-250; 251-258

           

Jan. 23             Spiritual and Faith Development

Reading: Texts: Baumgartner & Merriam, pp. 114-123; Courseworks: Love & Talbot, 1999; Fowler, 1986; Parks, 2000; Tisdell, 1999

                       

Jan. 30             Overview of adult development approaches; life stage models

Reading: Courseworks: Levinson, 1986; Knefelkamp, Parker, & Widick, 1978; Kegan, 1982; Reserve: Merriam, pp. 192-198; 199-211

Assignment: Self-assessment paper

Feb.  6             Life events and transition models

Reading: Texts: Evans, et al., Ch. 7; Baumgartner & Merriam, pp. 161-175; Reserve: Merriam, pp. 13-25

           

Feb. 13            Life course and integrative models: Elder and Perun & Bielby

Reading: Texts: Baumgartner & Merriam, pp. 52-62; Courseworks: Elder, 1995; Perun & Bielby, 1980; Reserve: Merriam, pp. 366-374

Feb. 20            Gay, lesbian, bisexual, and transgender identity development: Cass and D'Augelli

Reading: Texts: Evans et al., Ch. 6; Baumgartner & Merriam, pp. 124-128; Courseworks: Robin & Hamner, 2000; Carter, 2000; Wisener, 1998, Rogers, 2000

Assignment: LGBT panel

Feb. 27            Developmental issues of students with disabilities

Reading: Texts: Baumgartner & Merriam, pp. 31-38; 77-84; Courseworks: Jones, 1996; Scheer, 1994; Ball-Brown & Lloyd Frank, 1993

                        Assignment: Students with Disabilities Panel

Mar.  6            No class - ACPA (work on book critique)

Mar. 13            No class - Spring Break

Mar. 20            Racial identity development, African American identity

Reading: Texts: Evans, et al., Ch. 5; Ponterotto, Ch. 6; Courseworks: Harris, 1995; Kelly, 1992; Johnson, 1992

                        Assignment: African-American identity panel; book critique

Mar. 27            Ethnic identity development, Asian American identity

Reading: Texts: Ponterotto, Ch. 7; Baumgartner & Merriam, pp. 39-44; Courseworks: Phinney, 1990; De la Fuente, 1999; Ali, 1993

                        Assignment: Asian American identity panel              

Apr.  3             Chicano/a/Latino/a American identity

Reading: Text: Ponterotto, Ch. 8; Courseworks: Rendón, 1992; Navarette, 1994; Ortiz Cofer, 1993

                        Assignment: Chicano/a/Latino/a panel

Apr. 10            Acculturation, Native American identity                       

Reading: Text: Ponterotto, Ch. 5; Courseworks: Garrett & Walking Stick Garrett (1994); Bennett, 1997; Carey, 1997

                        Assignment: Native American panel

Apr. 17            White identity development   

Reading: Text: Ponterotto, Ch. 9, 11; Courseworks: Frankenburg, 1993; Katz, 1985; Werner, 1992; Kasko, 1992

                        Assignment: White panel

Apr. 24            Biracial/bicultural, dual identity development

Reading: Texts: Ponterotto, et al., Ch.  10; Baumgartner & Merriam, pp. 8-23; 24-26; Courseworks: Cortes, 2000; Spickard, 1992; Wall & Washington, 1991; Bhatt, 1993

Assignment: Bicultural/dual identity panel

May  1             Assignment: Integrative paper (Please include a self-addressed envelope so that papers can be returned.) Be prepared to briefly share with the class  

the concepts and learnings that you identified in your paper.  


Readings in Courseworks

Super, D. E. (1990). A life-span, life-space approach to career development. In D. Brown & L. Brooks (Eds.), Career choice and development (pp. 197-261). San Francisco: Jossey-Bass.

            Love, P., & Talbot, D. (1999). Defining spiritual development: A missing consideration for student affairs. NASPA Journal, 37, 361-375.

            Tisdell, E. J. (1999). The spiritual dimension of adult development. In M. C. Clark & R. S. Caffarella (Eds.), An update on adult development theory: New ways of thinking about the life course (New Directions for Adult and Continuing Education, No. 84, pp. 87-95). San Francisco: Jossey-Bass.

            Fowler, J. W. (1986). Faith and the structure of meaning. In C. Dykstra & S. Parks (Eds.), Faith development and Fowler (pp. 15-42). Birmingham, AL: Religious Education Press.

            Daloz Parks, S. (2000). Big questions, worthy dreams: Mentoring young adults in their search for meaing, purpose, and faith. San Francisco: Jossey-Bass. (Chapter 1 - Young adulthood in a changing world: Promise and vulnerability, pp. 1-13)

            Levinson, D. J. (1986). A conception of adult development. American Psychologist, 41, 3-13.

            Knefelkamp, L., Parker, C. A., & Widick, C. (1978). Jane Loevinger's milestones of development. In L. Knefelkamp, C. Widick, & C. A. Parker (Eds.), Applying new developmental findings (New Directions for Student Services, No. 4, pp. 69-78). San Francisco: Jossey-Bass.

            Kegan, R. (1982). The evolving self: problem and process in human development. Cambridge, MA: Harvard University Press. (Chapter 3 - The constitutions of the self, pp. 73-110)  

                       

            Elder, G. H., Jr. (1995). The life course paradigm: Social change and individual development. In P. Moen, G. H. Elder, Jr., & K. Lüscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 101-139). Washington, DC: American Psychological Association.

            Perun, P. J., & Bielby, D. D. V. (1980). Structure and dynamics of the individual life cycle. In K. W. Beck (Ed.), Life course: Integrative theories and exemplary populations (pp. 97-119). Boulder, CO: Westview.

            Robin, L., & Hamner, K. (2000). Bisexuality: Identities and community. In V. A. Wall & N. J. Evans (Eds.), Toward acceptance: Sexual orientation issues on campus (pp. 245-259). Washington, DC: American College Personnel Association.

                       

            Carter, K. (2000). Transgenderism and college students: Issues of gender identity and its role on our campuses. In V. A. Wall & N. J. Evans (Eds.), Toward acceptance: Sexual orientation issues on campus (pp.261-282). Washington, DC: American College Personnel Association. 

Wisener, S. (1998). Pretending to be. In S. L. Windmeyer & P. W. Freeman (Eds.), Out on fraternity row: Personal accounts of being gay in a college fraternity (pp. 125-130). New York: Alyson.

            Rogers, J. (2000). Getting real at ISU: A campus transition. In K. Howard & A. Stevens (Eds.), Out and about on campus (pp. 12-18). Los Angeles: Alyson.

            Jones, S. R. (1996). Toward inclusive theory: Disability as a social construction. NASPA Journal, 33, 347-354.

            Ball-Brown, B., & Lloyd Frank, Z. (1993). Disabled students of color. In S. Kroeger & J. Schuck (Eds.), Responding to disability issues in student affairs (New Directions for Student Services, No. 64, pp. 79-88). San Francisco: Jossey-Bass.

Scheer, J. (1994). Culture and disability: An anthropological point of view. In E. J. Trickett, R. J. Watts, & D. Birman (Eds.), Human diversity: Perspectives on people in context (pp. 244-260). San Francisco: Jossey-Bass.

            Harris, H. W. (1995). Introduction: A conceptual overview of race, ethnicity, and identity. In H. W. Harris, H. C. Blue, & E. E. H. Griffith (Eds.), Racial and ethnic identity: Psychological development and creative expression (pp. 1-14). New York: Routledge.

            Kelly, D. (1992). Campus life. In S. Terkel (Ed.), Race: How blacks & whites think & feel about the American obsession (pp. 202-206). New York: The New Press.

            Johnson, C. (1992). Campus life. In S. Terkel (Ed.), Race: How blacks & whites think & feel about the American obsession (pp. 213-218). New York: The New Press.

            Phinney, J. S. (1990). Ethnic identity in adolescents and adults: Review of research. Psychological Bulletin, 108, 499-514.

            De la Fuente, J. (1999). An (Asian American) actor's life. In P. G. Min & R. Kim (Eds.), Struggle for ethnic identity: Narratives by Asian American professionals (pp. 156-167). Walnut Creek, CA: Altamira Press.

            Ali, Z. (1993). Becoming agents of our identity. In The Women of South Asian Descent Collective (Eds.), Our feet walk the sky: Women of the South Asian diaspora (pp. 237-241). San Francisco: aunt lute books.

            Rendón, L. I. (1992). From the barrio to the academy: Revelations of a Mexican-American scholarship girl. New Directions for Community Colleges, 20 (4) 54-64.

            Navarrette, R., Jr. (1994). Playing the role. In A darker shade of crimson: Odyssey of a Harvard Chicano (pp. 73-90). New York: Bantam.

            Ortiz Cofer, J. (1993). The myth of the Latin woman: I just met a girl named Maria. In The Latin deli (pp. 148-154). Athens, GA: The University of Georgia Press.

            Garrett, J. T., & Walkingstick Garrett, M. (1994). The path of good medicine: Understanding and counseling Native American Indians. Journal of Multicultural Counseling and Development, 22, 134-144.

            Bennett, R. (1997). Why didn't you teach me? In A. Garrod & C. Larimore (Eds.), First person, first peoples: Native American college graduates tell their life stories (pp. 136-153). Ithaca, NY: Cornell University Press.

            Carey, E. (1997). I dance for me. In A. Garrod & C. Larimore (Eds.), First person, first peoples: Native American college graduates tell their life stories (pp. 115-135). Ithaca, NY: Cornell University Press.

            Katz, J. H. (1985). The sociopolitical nature of counseling. The Counseling Psychologist, 13, 615-624.

           

            Frankenberg, R. (1993). Growing up White: The social geography of race. In White women, race matters: The social construction of whiteness (pp. 43-70). Minneapolis: The University of Minnesota Press.

            Werner, F. (1992). Campus life. In S. Terkel (Ed.), Race: How blacks & whites think & feel about the American obsession (pp.206-209). New York: The New Press.

            Kasko, J. (1992). Campus life. In S. Terkel (Ed.), Race: How blacks & whites think & feel about the American obsession (pp.209-213). New York: The New Press.

            Spickard, P. R. (1992). The illogic of American racial categories. In M. P. P. Root (Ed.), Racially mixed people in America (pp. 12-23). Newbury Park, CA: Sage.

            Cortes, C. E. (2000). The diversity within: Intermarriage, identity, and campus community. About Campus, 5 (1), 5-10.

            Wall, V. A., & Washington, J. (1991). Understanding gay and lesbian students of color. In N. J. Evans & V. A. Wall (Eds.), Beyond tolerance: Gays, lesbians and bisexuals on campus (pp. 67-78). Alexandria, VA: American College Personnel Association.

              

            Bhatt, S. (1993). The Motiba and grandma. In The Women of South Asian Descent Collective (Eds.), Our feet walk the sky: Women of the South Asian diaspora (pp. 237-241). San Francisco: aunt lute books.

 

           

Description of Assignments

 

Email Reactions

            Rationale. Often in class, there is little opportunity to reflect on the topic being discussed or to share your feelings or reactions to the class discussion or to the reading material. Such reflection is important if learning is to occur. It is also helpful for the instructor to know how students perceive the class and for students to receive feedback from the instructor on their perceptions.

            Assignment. By Friday (5 p.m.) of the week following each class, please email me your reactions to the previous class and readings. In your email, consider the following five questions:

1.     What was the most useful or interesting point you learned from this week's readings?

2.     What was the most useful or interesting point you learned from class discussion?

3.     How might you use this information personally and/or in student affairs practice?

4.     What concepts, if any, did you have trouble understanding or applying to practice?

5.     What was your overall reaction to this class and why?

Prior to the next class we will respond to your email, commenting on your reflections.

            Evaluation. You will receive full credit if your email is submitted on time and demonstrates thoughtful consideration of the questions posed. Inadequate or incomplete responses will be graded accordingly. Late emails will be treated as described in the section on course policies. Failure to submit an email will result in a grade of 0 for that week.

Self-Analysis Paper

            Rationale. Determining the applicability of theory to your own development can assist in making concepts clearer. Making sense of information obtained from assessment tools can also provide good practice in analytical thinking. In addition, self-assessment and reflection can be personally helpful in determining your strengths and areas of needed growth as they apply to graduate study and professional preparation.

 

            Assignment. You are to complete Holland's Self-Directed Search, available on-line at a cost of $7.95 (payable by credit card) on the following Website: http://www.sdstest3.com. Once you have the results of your assessment and have read the assigned material about Holland's theory of vocational personality and Super's theory of career development, prepare a self-analysis describing yourself using the concepts associated with each approach. Reflect on the accuracy of your assessment results and attempt to account for any discrepancies you note. Also discuss the implications of your analysis for your work in graduate school and in your preparation for student affairs practice. What areas do you see as being strengths in each arena? How will you use these strengths? What areas will pose challenges? How will you address these challenges? In what ways do you see each theoretical approach as being helpful? What aspects of each theory do you have problems with?    

            Evaluative criteria. This paper will be evaluated on your ability to successfully relate theoretical material and assessment results to your own life; your ability to critique these approaches, the thoroughness of your discussion, and the technical quality of your writing. 

Theory Critique

            Rationale. Formal in-depth classroom study of developmental theory and research is necessarily limited by the time available in a semester. Many helpful theories and studies can only be discussed briefly or merely mentioned. Based on skills they learn in formal study, student affairs professionals must be able to independently read and critically analyze theory and research currently available as well as work that will become available in the future.

            Assignment. From the list below, select a major work presenting an adult development theory or research study. Carefully read and critique the selected work, noting its contributions to our understanding of human development, its theoretical strengths and weaknesses, and its implications for student affairs.

You may select from the following books or identify another work you wish to study. Please clear the choice of a book not on the list with the instructor. Please note: These books may or may not be in the Parks Library. Plan ahead in case a book needs to be order through interlibrary loan.

 

            Apter, T. (1995). Secret paths: Women in the new midlife. New York: Norton.

            Baruch, G., Barnett, R., & Rivers, C. (1983). Lifeprints: New patterns of love and work for today's women. New York: New American Library.

               Belenky, M. F., Bond, L. A., & Weinstock, J. S. (1997). A tradition that has no nmae: Nurturing the development of people, families, and communities. New York: Basic Books.

            Bell-Scott, P., with Johnson-Bailey, J. (1998). Flat-footed truths: Telling Black women's lives. New York: Henry Holt.

            Chodorow, N. (1978). The reproduction of mothering. Berkeley: University of California Press.

            Clausen, J. A. (1993). American lives: Looking back at the children of the Great Depression. New York: Free Press.

            Daloz, L. A., Keen, C. H., Keen, J. P., & Parks, S. D. (1996). Common fire: Lives of commitment in a complex world. Boston: Beacon. 

            Erikson, E. (1950). Childhood and society. New York: Norton.

            Erikson, E. (1959). Identity and the life cycle. New York: Norton.

            Erikson, E. (1968). Identity: Youth and crisis. New York: Norton.

            Erikson, E. (1978). Adulthood. New York: Norton.

            Erikson, E. (1982). The lifecycle completed: A review. New York: Norton.

            Fiske, M., & Chiriboga, D. A. (1990). Change and continuity in adult life. San Francisco: Jossey-Bass.

            Fowler, J. (1981). Stages of faith: The psychology of human development and the quest for meaning. New York: HarperCollins.

Gould, R. (1978). Transformations: Growth and change in adult life. New York: Simon & Shuster.

Josselson, R. (1996). Revising herself: The story of women's identity from college to midlife. New York: Oxford University Press.

            Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, MA: Harvard University Press.

            Labouvie-Vief, G. (1994). Psyche and Eros: Mind and gender in the life course. New York: Cambridge.

            Lachman, M. E., & James, J. B. (1997). Multiple paths of midlife development. Chicago: University of Chicago Press.

            Levinson, D. J., & Associates (1978). The seasons of a man's life. New York: Knopf.

Levinson, D. J., & Levinson, J. D. (1996). The seasons of a woman's life. New York: Ballentine.

Loevinger, J. (1976). Ego development. San Francisco: Jossey-Bass.

             Lowenthal, M. F., Thurnher, M., & Chiriboga, D. (1975). Four stages of life. San Francisco: Jossey-Bass.

            Maslow, A. H. (1968). Toward a psychology of being (2nd ed.), New York: Van Nostrand Reinhold.

              

Merriam, S. B., & Clark, M. C. (1991). Lifelines: Patterns of work, love, and learning in adulthood. San Francisco: Jossey-Bass.

Miller, J. B. (1986). Toward a new psychology of women (2nd ed.). Boston: Beacon.

Neugarten, B. L. (1964). Personality in middle and late life. New York: Atherton.

Neugarten, D. A. (Ed.). (1996). The meanings of age: Selected papers of Bernice Neugarten. Chicago: University of Chicago press.

            Piotrkowski, C. S. (1978). Work and the family system: A naturalistic study of working-class and lower-class families. New York: Free Press.

            Rodin, J., Schooler, C., & Schaie, K. W. (1990). Self-directedness: Causes and effects throughout the life course. Hillsdale, NJ: Erlbaum.

            Rohrlich, J. B. (1980). Work and love: The crucial balance. New York: Summit Books.

            Rubin, L. (1979). Women of a certain age: The midlife search for self. New York: Harper & Row.

            Sangiuliano, I. (1978). In her time. New York: Morrow.

            Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995).  Counseling adults in transition: Linking practice with theory (2nd ed.). New York: Springer.

 

Sheehy, G. (1976). Passages: Predictable crises of adult life. New York: Dutton.

            Tennant, M. C., & Pogson, P. (1995). Learning and change in the adult years: A developmental perspective.  San Francisco: Jossey-Bass.

Vaillant, G. (1977). Adaptation to life. Boston: Little, Brown.

            Weiss, R. S. (1990). Staying the course: The emotional and social lives of men who do well at work. New York: Free Press.

Outline for Book Critique

            Within a 10-15 page paper:

1.     Discuss the research and/or theory presented in the book: e.g., population studied, methodology, timeframe, etc. of the research; or how the theory was derived if not based on a study (e.g., clinical impressions, literature review, etc.).

2.     Review the major components of the theory or the findings of the study

 

3.     Critique the theory or the results of the research study (e.g., how does this work build on other theories, how does it extend our knowledge of human development, what are its strengths and weaknesses, etc.?).

4.     Implications for student affairs (e.g., how could you use this theory, or these research findings, in working with individual students, in working with student groups, in developing programming, in developing policy, in teaching, etc.?).

5.     In addition to your paper, please prepare a one page, single-spaced abstract for each of your classmates.

6.     Evaluative criteria. Papers will be evaluated based on accuracy of coverage, thoroughness of coverage, thoughtfulness of critique, and technical writing.

Panel Presentation

Rationale. Theory only becomes meaningful within the context of the lives of living people. This assignment provides the opportunity for you to find out about the identity development of students as they experience it and to compare students' perceptions and experiences with aspects of the theories you are studying and the experiences of others as reflected in biographical material you will be reading.

Assignment.  Select one of the eight populations we will be studying with regard to identity development. (To insure equal numbers on the panels, we will draw lots to select populations). After reading the theoretical material related to identity development within that population as well as the biographical material, interview at least three individuals who are members of the population you selected. In these interviews attempt to discover how the individuals see themselves with regard to their identity. How has their identity changed (if it has)? What factors influenced their development? How does their racial/ethnic/sexual identity or identity as a person with a disability affect other aspects of their lives? On the day on which we are studying identity development for your population you will serve as a member of a panel made up of the students who have interviewed members of that population. You will each share your findings with the class, comparing your findings with the theory and biographical material the class has read. You will want to get together with other panel members prior to the presentation to compare findings and to organize your presentation. Each person will have approximately 10 minutes to speak. You should also be prepared to respond to questions from the class.

Evaluative Criteria. You will be evaluated on your ability to analyze findings from your interviews using the theoretical concepts you have studied, to compare the experiences of the students you interviewed, and to account for differences. Organization and clarity of presentation will also be considered.

Integrative Paper

Rationale. In order to retain theoretical concepts for the purpose of enhancing educational practice, you must have the opportunity to reflect on what you have learned over the course of the semester, to integrate ideas and concepts from various approaches, and to apply theory to practical problems. Completion of an integrative final paper provides such an opportunity for reflection and application.

            Assignment. You will prepare a final paper in which you will reconsider several of the questions you have addressed each week in your email reactions. This assignment will provide an opportunity for you to reflect on the various theoretical approaches you have studied and to demonstrate your ability to use theoretical concepts to understand and enhance student development through student affairs practice.

            Specifically, you will prepare a 7-10 page paper addressing the following points:

1.     Identify at least five theoretical concepts/ideas that we have studied this semester that you found particularly applicable to student affairs practice. Review each concept briefly.

2.     Elaborate on how you would specifically use each concept to guide your work in student affairs practice (e.g., working with individual students, developing programming, environmental design; policy development).

3.     Identify at least three theoretical concepts/ideas that have influenced your personal development or changed your thinking. Review each concept briefly.

4.     Discuss the impact that each of these concepts has had on your thinking or development. How will you use this information in your work with students?

            Evaluative criteria. Papers will be evaluated on the basis of your ability to accurately describe and use theory in student affairs practice. Thoughtful analysis, synthesis, and integration are expected. The technical quality of your writing will also be considered.


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