EAD 874: Student Affairs in Collegiate Settings
428 Erickson Hall
Tuesday 12:30-3:30 pm
or by appointment
course serves as the first in a sequence of two intended to
introduce Student Affairs master's students to the profession
of student affairs in postsecondary education in the United
States. It introduces students to the foundational philosophies
of the profession, examines the integration of student affairs
functions and administrators in higher education, explores the
variety of roles student affairs professionals play on college
campuses, and seeks to develop an understanding of institutional
cultures and the professional's role within those cultures.
The course also introduces students to the function of a scholar
in the practice of student affairs. Readings, class materials,
and assignments are designed to help future student affairs
administrators understand the ways that college environments
affect the educational experience and personal development of
diverse student populations. Course assignments are designed
to introduce students to essential research and communication
skills (oral, written, electronic) for successful student affairs
practice. Student affairs administrators will serve as guest
speakers, introducing their functional areas and discussing
the nature of the issues confronting them as practitioners.
M. J., Desler, M. K., & Associates. (2000). The handbook
of student affairs administration (2nd ed.). San Francisco:
G. S., Whitt, E. J., & Associates. (1999). Good practice
in student affairs: Principles to foster student learning. San
available at the first class for you to copy, readings indicated
with an asterisk in syllabus. Note also that many of these readings
are available in full-text online and the syllabus indicates
that you are expected to locate and print your own copy.
M. J., Reesor, L. W. (Eds.). (1998). Beginning your journey:
A guide for new professionals in student affairs. Washington,
DC: National Association of Student Personnel Administrators.
[available directly from NASPA for $20/members or $35/nonmembers;
see the NASPA website, under "publications" for information]
FOR YOUR BOOKSHELF
Manual of the American Psychological Association (5th ed.).
2001. Washington, DC: American Psychological Association. [known
generally as "the APA manual," this is a brand new
edition and includes how to cite electronic sources]
you do not already have ready access to the Chronicle of Higher
Education, you may want to consider getting your own subscription.
If you already subscribe but do not receive the daily electronic
news updates, you may want to activate this service now (it
is free to Chronicle subscribers; go to the website to get instructions
on how to get the daily news service).
Chronicle maintains an excellent website that is free whether
or not you subscribe to their newspaper. Some of its links are
restricted to Chronicle subscribers, but most are not.
(APA style manual home page)
Council on Education)
www.naspa.org (National Association
of Student Personnel Administrators)
of College Personnel Administrators)
Chronicle of Higher Education)
www.aahe.org (American Association
for Higher Education)
(Association for the Study of Higher Education)
(Division J: Postsecondary Education of the American Educational
(a private site with excellent links, including instructions
to sign up for listservs related to student affairs)
private higher ed resource site; links to many useful and interesting
higher ed sites)
REQUIREMENTS: ASSIGNMENTS AND EVALUATION
and topical assignments
should prepare at least three comments or questions on each
assigned reading (i.e. three per article, chapter, etc). These
questions and comments will form the basis for class discussions.
They can be typed or handwritten. Periodically I will assign
an exercise or other preparation to be done prior to the next
class session. These assignments will form the basis of class
discussion and group work. Because readings and topical assignments
are critical to active class participation, your grade in this
area will be reflected in your participation grade.
participation in class discussions (20%)
participation requires attendance, preparation (through readings
and topical assignments), and willingness to contribute to discussions
in a variety of group configurations (pairs, small groups, entire
class, etc.). Absence from any session will result in a deduction
in your grade in this area, at a rate of 2 percentage points
for any session missed in whole and 1 point for any session
missed in part.
Affairs Program Diversity Training, Friday, 9/14, 9 am - 4 pm
training is a mandatory part of your academic program and attendance
is required. Make arrangements with your assistantship or other
employment to be available from 9 am to 4 pm on this day. Following
the training, you will write a 5-page paper reflecting on what
you learned during the day (paper grade is included with other
papers, see below).
Note: Participation in this program is ungraded (i.e. treated
on a credit/no credit basis).
association presentation (5%)
class you will sign up to present the mission, history, and
activities of a professional association in higher education/student
affairs. Your assistantship supervisor or another mentor may
be able to suggest an association that is of particular interest
to professionals in your field. Bring a one-page handout for
classmates that includes highlights of the association's mission
and activities, the association's website address, and information
on how to join. You will give an informal oral presentation
in class about your chosen organization. This presentation should
be similar in format to a presentation you might be called on
to make at a departmental or area staff meeting. This assignment
is due on 12/5.
your year-long base groups, you will be assigned an institutional
type from which you are to create a philosophy, mission, and
organizational schema for the provision of academic and student
affairs services at a fictional institution. You will present
your project in oral form to the class on 11/28, when you will
also submit a written document to me. The group will receive
a single grade for the project. Your work in the group forms
the experiential basis from which you will write Paper III,
reflections on groups and group work
5-page papers (10% each = 30%)
Paper I: your reaction to diversity training: Due in class 9/19.
- Paper II: synthesis of three research articles on topic of
your choice: Due in class 10/17.
- Paper III: reflections on groups & group work (based on
group project): Due in class 12/5.
short essays, in memo form (1-2 pages each) (10%)
I: Self and course objectives: Due in class 9/5.
-Memo II: Midsemester self and course evaluation: Due in class
-Memo III: End of semester self and course evaluation: Due in
my office by noon on 12/12.
Note: These memos are ungraded (i.e. treated on a credit/no
class, you will receive more explicit instructions for completing
these assignments. Please ask if you have questions regarding
how you will be evaluated in this course.
papers should be double-spaced in 12-point font (times or palatino)
with margins of 1-1.25 inches.
All citations and reference lists should conform to the style
manual of the American Psychological Association (5th edition).
on absences, late assignments, and re-writes:
attendance is required and is included in the class participation
grade. Nevertheless, students may occasionally need to absent
themselves from class meetings for reasons of illness, family,
or work. In fairness to students who attend and participate
in every class session, an absence for any reason will result
in a reduction in the absent student's class participation grade.
This reduction is on the order of 2 points (of total for all
assignments) per class missed. For example, if you miss one
session but are otherwise present on time and actively contributing,
you would receive 23 of 25 possible points for participation
(out of the 100 total points for the course). For the purposes
of this policy, being late to class or leaving early for any
reason constitutes partial absence and will result in a 1 point
reduction in accumulated points toward your final grade.
it is possible, advance notice of absences is appreciated. An
email message or phone call to someone who will be in class
(instructor or student) is generally adequate to keep us from
worrying about you. If you were unable to contact someone prior
to the missed class, please contact me as soon as possible afterwards
to learn of any assignments, announcements, etc.
from class to observe a religious holiday, to serve jury duty,
or to participate in required military service are exceptions
to the above policy. If you anticipate being absent for any
of these reasons, please make arrangements with me in advance
and there will be no deduction in your grade.
assignments are expected at the beginning of the session noted
on the syllabus. Unless prior arrangements have been made with
me, late submissions will not be accepted and will result in
a grade of 0 for that assignment. Grades for late submissions
that are accepted may be reduced.
may revise and submit any individual assignment (i.e. excluding
the group project) for re-grading. You will receive the higher
of the two grades for that assignment.
earning an "A" grade will be of excellent quality,
reflecting critical thinking, creativity, and mastery of course
material. They will be well organized and clear. They will be
free of errors in syntax, grammar, and APA format. An "A-"
grade might result from minor deductions in any of these areas.
earning a "B" grade will be of good quality, reflecting
a solid grasp of the course material and clear, well-organized
writing style. They might contain some errors in syntax, grammar,
or APA format, but will not be seriously flawed. A "B-"
grade might result from more significant reductions in these
earning a "C" grade will be of acceptable quality,
reflecting familiarity with course material. They might contain
weaknesses in organization and errors in syntax, grammar, or
APA format. A "C-" grade might result from more severe
earning below a "C-" are unacceptable and will receive
grading system at MSU is on a four-point scale, with course
grades reported in half points (4.0, 3.5, 3.0, 2.5, etc.). Any
grade below a 3.0 is a sign of serious problems for continued
graduate work and merits discussion with me and/or your academic
advisor. For the purposes of assigning a final grade, the following
points = 4.0
88-93 points = 3.5
81-87 points = 3.0
74-80 points = 2.5
73 or fewer points = 0 (no credit for course)
note for students with disabilities:
you require any accommodation or services, please inform me
or contact the Resource Center for Persons with Disabilities
120 Bessey, 353-9642.
The Graduate School (www.msu.edu/user/gradschl.),
118 Linton, 355-0301
- Learning Resources Center (www.msu.edu/unit/lrc),
209J Bessey, 355-2363
- Ombuds' Office (www.msu.edu/unit/ombud),
129 North Kedzie, 353-8830
- Writing Center (http://writing.msu.edu),
300 Bessey, 432-3610
back to top
Overview of course, introduction to student affairs administration
Goals, purposes, & environment(s) of postsecondary education
**NOTE: Meet at library lobby at 12:40 today**
Barr, et al: chapters 2, 4, 5, 6
-* Gibbs, A. Changing Government Roles Relative to Higher
Education [locate at http://www.acpa.nche.edu/seniorscholars/trends/trends9.htm]
due: Memo I, self and course goals
& philosophical contexts of student affairs administration
Introduction to using APA format
Discussion of Academic Honesty
Barr, et al: chapters 1, 3
- Good practice: preface and chapter 1
- *Nidiffer, J. (2001). Advocates on campus: Deans of
women create a new profession. In J. Nidiffer & C.
T. Bashaw (Eds.), Women administrators in higher education:
Historical and contemporary perspectives, pp. 135-156.
Albany: SUNY Press.
- *Laird, E. (2001, July 31). Internet plagiarism: We
all pay the price. Chronicle of Higher Education, B5.
[locate online, read, and bring a copy]
- *MSU policy on academic honesty [locate, read, and bring
Student Affairs Program Diversity Training, 9 am to 4 pm
- location TBA
Contexts, continued and The Student Learning Imperative
Good practice: chapter 2
- *ACPA. "Student personnel point of view" (1937-1949)
- *Mueller, K. H. (1961). College personnel work as a
profession. Reprint from Student personnel work in higher
education, Houghton Mifflin
- *ACPA. "The Student Learning Imperative" [locate
on ACPA website under "publications"]
-* Komives, S. R. The changing nature of work in higher
education [locate at http://www.acpa.nche.edu/seniorscholars/trends/trends6.htm]
due: Paper I, reflections on diversity training
The educational environment of "involving" colleges
practice, chapter 3, 4
A. W. (1984). Student involvement: A developmental theory
for higher education. Journal of College Student Personnel,
Kuh, G. D. , et al. (1991). How involving colleges promote
student learning and development. Excerpts from Involving
colleges , Jossey-Bass.
Creating academic & student affairs partnerships
Barr, chapter 23
- Good practice, chapter 7
- *Blake, E. S. (1979). Classroom and context: An educational
dialectic. Reprint from Academe, September 1979.
due: Memo II, mid-semester self and course evaluation
& administrative decision making
Barr, chapters 7, 8, 10
- Amey, M. J. (1998). Unwritten rules: Organizational
and political realities of the Job. In M. J. Amey &
L. M. Reesor (Eds.) Beginning your journey: A guide for
new professionals in student affairs, pp. 5-20. Washington,
DC: NASPA. [from optional text; if you decided not to
purchase the book, please make arrangements to have a
copy of the chapter]
Bring to class: an example of an administrative decision
in which you were involved or which affected you
Assessment, planning, and research in student affairs
Barr, chapters 13, 14, 15, 16, 17
- Good practice, chapter 5
due: Paper II, synthesis of research articles
Fiscal & legal issues; Dr. Pat Enos joins us to discuss
Barr, chapters 18, 19
- Good practice, chapter 6
Ethics, conflict, & crisis
Barr, chapters 20, 21, 22, 24
-*ACPA Statement of Ethical Principles and Standards [locate
on ACPA website]
-*NASPA Standards of Professional Practice [locate on
to class: an example of an ethical issue you anticipate
facing as a professsional
Fostering multicultural campus communities
Good practice, chapter 8
- *Gardner, J. W. (1989). Building community. Reprinted
from Kettering Review, Fall 1989
-* Tatum, B. D., Calhoun, W. R., Brown, S. C., & Ayvazian,
A. (200)). Implementation strategies for creating an environment
of achievement. Liberal Education, 86 (2), 18-25. [locate
full text online via ProQuest, etc]
-*Hurtado, S., Milem, J. F., Clayton-Pederson, A. R.,
Allen, W. R. (1998). Enhancing campus climates for racial/ethnic
diversity: Educational policy and practice. Review of
Higher Education, 21 (3), 279-302. [look up from RHE website:
-*Trosset, C. (1998). Obstacles to open discussion and
critical thinking: The Grinnell College study. Change,
participate in at least one activity on campus that causes
you to be outside your own cultural communities; be prepared
to discuss this activity and your reaction to it in class
NO CLASS - KR at ASHE Meeting
NO CLASS - THANKSGIVING BREAK
Putting it together; Group project presentations
Good practice, chapter 9
due: Group project presentations
Professional development; the future of student affairs
Barr, chapter 26, 28, 12
- *Barr, M. J. (1990). Making the transition to a professional
role. Reprinted from The new professional: A resource
guide for new student affairs professionals and their
- Reesor, L. M. (1998). Making professional connections.
In M. J. Amey & L. M. Reesor (Eds), Beginning your
journey: A guide for new professionals in student affairs,
pp. 53-66. Washington, DC: NASPA. [from optional text;
if you decided not to purchase the book, please make arrangements
to have a copy of the chapter]
Assignment due: Paper III: reflections on group &
CLASS - FINALS WEEK
Assignment due: Memo III due in my
office by noon