EAD966: Students in Postsecondary Education
Higher, Adult, & Lifelong Education
428 Erickson Hall
200 Wells Hall
Office Hours:Wednesday, 1-4 pm (sign up on my door)
course is designed to provide advanced graduate students with
a general understanding of theories and research related to
student development in higher education. By reading and analyzing
original writings in the field of student development theory,
students will have the opportunity to study the philosophical
bases of the field as well as to understand the complementarities
- and differences - among and between traditional and emerging
theories. Course readings incorporate research on the experiences
of students of diverse backgrounds, providing information and
theory relating to specific identity-based groups of college
students. The course also requires a research project on one
segment of the college student population.
Magolda, M. B. (2001). Making their own way: Narratives for
transforming higher education to promote self-development. Sterling,
A.W., & Reisser, L. (1993). Education and identity (2nd
ed). San Francisco: Jossey-Bass.
K. J. (1991). The saturated self: Dilemmas of identity in contemporary
life. New York: Basic Books.
R. (1994). In over our heads: The mental demands of modern life.
Cambridge, MA: Harvard University Press.
available at the first class for you to copy, readings indicated
with an asterisk in syllabus. Note also that many readings are
available in full-text online and the syllabus indicates that
you are expected to locate and print your own copy. Readings
taken from the optional texts are not included in the coursepack;
if you elect not to purchase these books, you should make arrangements
to have copies of the necessary readings.
U. (1979). The ecology of human development: Experiments by
nature and design. Cambridge, MA: Harvard University Press.
P.M., & Kitchener, K.S. (1994). Developing reflective judgment:
Understanding and promoting intellectual growth and critical
thinking in adolescents and adults. San Francisco: Jossey-Bass.
E.T, & Terenzini, P.T. (1991). How college affects students:
Findings and insights from twenty years of research. San Francisco:
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 new edition
and includes citation of 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)
(Association of College Personnel Administrators)
(The 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 come to class ready to discuss all readings. Although
it is not required, some students find it helpful to prepare
questions or comments on each reading.
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 1 percentage point
for any session missed in whole or in part.
project and poster presentation (60% and 10%, respectively)
full research project is required in this course. The final
project will look much like a published journal article, including
a comprehensive review of the literature, identification of
a theoretical framework, and a collection of student perspectives.
Topics will be agreed upon by students and instructor. The project
is due in stages as outlined below.
workable research question and short rationale for that choice
(not to exceed one page) is due on January 22
A draft review of literature with a focus on research conducted
in the last 5 years is due February 19. The literature should
be as closely aligned with your research question as possible
and should almost exclusively include research-based literature.
The draft turned in at this time will likely be fairly rough
in terms of style and narrative, but should include all literature
used in the final paper
A conceptual framework using one or more of the theoretical
perspectives from course discussion and readings must be used
in the study. The theoretical framework guides the questions
asked of student participants and directs the data analysis.
A short description of the framework, the rationale for the
choice of the theoretical perspectives, and a list of questions
to be asked of students is due March 12. If you anticipate interviewing
students prior to this date, you may submit this stage of the
project and get my feedback earlier than March 12
The final stage is the organization of a 20-30 page paper that
includes the integration of the previous stages in the style
of a published research article (introduction, literature review,
conceptual framework, method, data/findings, discussion, conclusions).
You should include the perspectives of 2-3 students chosen for
their unique characteristics and/or experiences as related to
the research question. The interviews should be about an hour
in length. Data from these interviews and analysis of the data
is presented in the final sections of the paper. The papers
are due on April 23. Papers will be presented to the class and
invited guests in the form of a poster presentation to be held
on Tuesday, April 30
short essays reflecting on your goals for yourself and the course
(2-3 pages each). (10%)
-Essay I: Self and course objectives: Due in class 1/15 .
-Essay II: Midsemester self and course evaluation: Due in class
-Essay III: End of semester self and course evaluation: Due
in class 4/30.
Note: These essays are ungraded (i.e. treated on a credit/no
In class, you will receive more explicit instructions for completing
course 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. They should always fall within
the page range listed in the syllabus.
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 1 point (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 19 of the 20 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 an 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 during 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
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
Introduction and course overview
What is student development theory and how is it created?
Overview of student development theory
IDENTITY, and DEVELOPMENTAL ENVIRONMENTS
The saturated self
- read preface, introduction, ch 1-9
- prepare to lead discussion on assigned chapters
due: Essay I, self and course goals
In Over Our Heads, part one
In over our heads, through chapter 5 (1-197)
due: research question and rationale
Still In Over Our Heads
In over our heads, chapter 6 to end (198-355)
Ecology theory, developmental environments, and postsecondary
ch 1 & 2 (3-42)
*note: if you choose this theory for your project, you
may also want to read ch 3-5 and 9-11
C. (1994, November). Student development: The evolution
and status of an essential idea. Journal of College Student
Development, 35, 399-412. [retrieve online]
K.A., & Arnold, K.C. (forthcoming). Reconceptualizing
research on college student peer culture. Journal of Higher
Education. note: 2/5 continues on next page
(February 5, continued)
Come to class with a Bronfenbrenner-style map of your life
as an undergraduate. You can use the shape of the figure
from the Renn & Arnold article as a model or you can
design your own shema.
ENVIRONMENTS AND COLLEGE IMPACTS
How College Affects Students: Outcomes & Processes
E.T., & Terenzini, P.T. (1991). How college makes
a difference: A summary. In E.T. Pascarella & P. T.
Terenzini, How college affects students: Findings and
insights from twenty years of research (pp. 556-635).
San Francisco: Jossey-Bass. [note: detailed analyses of
the topics covered in this chapter are available in the
earlier chapters of the book; if you are intrigued by
a finding, you may want to spend time in the earlier chapters]
A. W. (1984). Student involvement: A developmental theory
for higher education. Journal of College Student Personnel,
"The Student Learning Imperative" [if you are
unfamiliar with this document, retrieve online at http://www.acpa.nche.edu/sli/sli.htm;
if you have already encountered it in your professional
or educational life, you do not need to read it again]
G.D. (1996). Guiding principles for creating seamless
learning environments for undergraduates. Journal of College
Student Development, 37 (2), 135-148. [retrieve online]
V. (1993). A theory of individual departure from institutions
of higher education. In V. Tinto, Leaving college: Rethinking
the causes and cures of student attrition (pp. 84-137).
Erikson and Identity; Chickering's Seven Vectors (part
Readings for today:
E.H. (1968). The life cycle: Epigenesis of identity. In
E. H. Erikson, Identity: Youth and crisis (pp. 91-141).
Chickering & Reisser, chapter 1 (1-41)
due: Draft review of literature
reading for next week is chunky
consider reading ahead!)
Chickering's Seven Vectors
and Reisser, chapter 2-8 (43-264) Read them all, be prepared
to lead discussion on your assigned vectors.
L. (1995). Revisiting the seven vectors. Journal of College
Student Development, 36 (6), 505-511. [retrieve online]
Be prepared to use this article for an exercise in class.
due: Mid-semester self/course evaluation essay
Racial and Ethnic Identities
W.E., Jr. (1995).The psychology of Nigrescence: Revising
the Cross model. In J.G. Ponterotto, J.M. Casas, L.A.
Suzuki, & C.M. Alexander (Eds.), Handbook of multicultural
counseling (pp. 93-122). Thousand Oaks, CA: Sage.
J.E. (1995). An update of Helms's White and People of
Color racial identity models. In J. G. Ponterotto, J.M.
Casas, L.A. Suzuki and C.M. Alexander (Eds.), Handbook
of multicultural counseling (pp. 181-198). Thousand Oaks,
*Tatum, B.D. (1995). The development of white identity.
In B.D. Tatum, "Why are all the Black kids sitting
together in the cafeteria?" And other conversations
about race (pp. 93-113). New York: Basic Books.
K.A. (2000). Patterns of situational identity among biracial
and multiracial college students. Review of Higher Education,
23 (4), 399-420. [retrieve online at http://muse.jhu.edu/journals/review_of_higher_education/toc/
R.A., & Ortiz, A.M. (2000). Deconstructing whiteness
as part of a multicultural educational framework: From
theory to practice. Journal of College Student Development,
41 (1), 81-93. [retrieve online]
due: Conceptual framework and interview questions
Gender and Sexual Orientation Identities
Readings for today:
***Gender reading TBA***
M.J. (1995). Accounts of sexual identity formation in
heterosexual students. Sex Roles, 32 (11-12), 821-834.
[not in packet or easily retrieved online - will be forthcoming
V.C. (1979). Homosexual identity formation: A theoretical
model. Journal of Homosexuality, 4, (3), 219-235.
A.R. (1994). Identity development and sexual orientation:
Toward a model of lesbian, gay, and bisexual development.
In E.J. Trickett, R.J. Watts, & D. Birman (Eds.),
Human diversity: Perspectives on people in context (pp.
312-333. San Francisco: Jossey-Bass.
P. (no date). More than either/or: Implications for theory
and practice from the collegiate lives of non-heterosexual
men. Submitted for review.
K. A. (2000). Including all voices in the classroom: Teaching
lesbian, gay, and bisexual students. College Teaching,
48, (4), 129-135.
A. (1996). How we find ourselves: Identity development
and Two-Spirit people. Harvard Educational Review, 66
Spiritual, Ability, Class, Age, & Multidimensional
S.R., & McEwen, M.K. (2000). A conceptual model of
multiple dimensions of identity. Journal of College Student
Development, 41 (4), 405-413. [retrieve online]
P.G. (1998). Cultural barriers facing lesbian, gay, and
bisexual students at a Catholic college. Journal of Higher
Education, 69 (3), 298-323.
b. (2000, November 17). Learning in the shadow of race
and class. The Chronicle of Higher Education, B14.
C. (1995). Class matters: Symbolic boundaries and cultural
exclusion. In C.L. Barney Dews & C. L. Law (Eds.),
This fine place so far from home: Voices of academics
from the working class (pp. 209-220). Philadelphia: Temple
Rosetta Marantz. (1998). Class consciousness and its consequences:
The impact of an elite education on mature, working-class
women. American Educational Research Journal, 35 (3),
353-375. [not in packet or easily retrieved online - will
be forthcoming from me]
T.J. (2000). Toward a theory of disability and gender.
Signs: Journal of Women in Culture and Society, 25 (4),
1263-1268. [not in packet or easily retrieved online -
will be forthcoming from me]
No class: AERA
addition to working on your research project, this would
be a fine time to check out upcoming reading assignments
and make sure you budget your time adequately.
INTELLECTUAL, AND MORAL DEVELOPMENT
Development and Reflective Judgment
& Kitchener, chapters 1-3 and 7-9 (pp. 1-74 and 189-258)
[ch 3 is the "meat" of the theory - be prepared
to discuss the stages in depth]
W.G. (1981). Cognitive and ethical growth: The making
of meaning. In A. W. Chickering & Associates (Eds.),
The modern American college (pp. 76-116). San Francisco:
L. (1975). The cognitive-development approach to moral
education. Phi Delta Kappan, 56, 670-677
C. (1979). Woman's place in man's life cycle. Harvard
Educational Review, 49(4), 431-446
C. (1977). In a different voice: Women's conceptions of
self and of morality. Harvard Educational Review, 47(4),
Narratives for Self-Authorship
Magolda, Making their own way, entire book
Assignment due: Research paper
Research Project Poster Session
readings for today!
due: Final self and course evaluation