Sie sind auf Seite 1von 9

1

EAD 491: Special Topics in Student Affairs


Introduction to Student Affairs
Higher, Adult, & Lifelong Education
Michigan State University
Fall 2015


Instructor: Dr. Ginny M. Jones





Email: gmjones@msu.edu
Office Phone: 517.432.4858





gchat: ginnyjonesphd
Office: 411 Erickson Hall





Twitter: @dr_ginnyjones
Office Hours: By appointment or via gchat anytime I am showing available online


COURSE DESCRIPTION/OBJECTIVES

The purpose of this course is to introduce undergraduate students to the field of student affairs in
the context of higher education through a combination of readings, projects, and experiential
learning opportunities. The course is intended for undergraduates who may be considering
entering the field as a campus professional.

Course Foci and Topics: The course will focus on the foundations of the profession, including a brief
introduction to history of the field, professional associations, institutional differences, professional
and ethical standards, functional areas in higher education, student learning and developmental
theory, overview of graduate preparation, and current topics, such as equity, diversity, and
inclusion in higher ed.

As a result of completing this course and its requirements, you should be able to:
articulate personal and professional goals beyond their undergraduate work
describe the values of the student affairs profession
identify the multiple roles played by the student affairs educator and the contributions of
student affairs to student learning and other goals of higher education
discuss the range of functional areas under the broad umbrella of student affairs and identify
areas of particular interest to explore
gain a general understanding of institutional differences and missions
describe their strengths and skills in relation to their professional futures


REQUIRED TEXTS

There is no one required text for this course. Required readings, as noted in the syllabus, are
available via download from the D2L class site, except as noted. Students are responsible for
locating and downloaded all required readings.

Required Formatting Manual
Publication Manual of the American Psychological Association (6th ed.). (2009). Washington, DC:
American Psychological Association. [known generally as the APA manual, this style guide
will be used in nearly every EAD course you take].

The course syllabus is a general plan for the course; deviations announced to the class by instructor may be necessary.

COURSE PROCESSES

This is a fully online class. To mediate our learning process, we will use Michigan State Universitys
course management system, Desire to Learn (D2L), to access course information, content, and
instructional materials. If you are unfamiliar with this platform, I encourage you to review the
Student Quick Start Guide for D2L: http://help.d2l.msu.edu/students/quick-start-guide.

One goal of this course is to create a learning community where everyone can safely explore
introductory ideas around the field of student affairs. As the instructor, I will strive to facilitate an
inclusive learning environment, and I expect you to assist me in supporting a constructive and
democratic learning community. I expect free discourse of ideas and open exchange, as these are
necessary tools for learning. You may find some of the class readings and discussions challenge our
views and theoretical frameworks. Allow yourself to be open to difference and willing to interpret
issues from frameworks different than your own. The goal here is not to shy away from challenging
ideas and issues but to attain civil discourse. We can be both critical of issues, ideas, and
frameworks and respectful of one another in the process. As a learning community, we each have
an obligation to foster a climate of respect, collegiality, inclusion, and conversation. There are
challenges presented in internet-mediated spaces not always present in face-to-face environments.
To prepare for our online learning together, please review the following information on netiquette:
http://www.albion.com/netiquette/corerules.html

The course is structured into learning modules. Each module has a series of readings/viewings
associated with it. These readings are available within the modules. The readings are intended
to provide research, theory, and additional info to guide your understanding.

Twitter is a tool that can be used for gaining information and engaging in dialogue with people who
have similar (or different) interests. We will use Twitter as a way to communicate with each other
and the larger community outside of EAD 491 to share information relevant to student affairs. Our
class hashtag is #ead491.

Accommodation
Michigan State University is committed to providing equal opportunity for participation in all
programs, services and activities. Requests for accommodations by persons with disabilities may be
made by contacting the Resource Center for Persons with Disabilities at 517-884-RCPD or on the
web at rcpd.msu.edu. Once your eligibility for an accommodation has been determined, you will be
issued a verified individual services accommodation (VISA) form. Please present this form to me
at the start of the term and/or two weeks prior to the accommodation date.


COURSE REQUIREMENTS & ASSIGNMENTS

Assignment (Due Date)
Personal introduction
Name and Title of SA Professional to Interview (9/28)
Learning Log (10/5, 11/2, 11/23, 12/9)
Learning Blog (Date signed up for)
Student Affairs Professional Interview Paper (10/26)

Max. Points
4
1
8
4*
20

The course syllabus is a general plan for the course; deviations announced to the class by instructor may be necessary.

Graduate School Resume and Personal Statement (11/16)


25
Student Affairs Functional Area Paper and Presentation (12/7)
25
Functional Area Presentations Review (12/14)
5
Participation & Engagement
10
TOTAL
100
GPA Overall: 4.0 = 100-94 | 3.5 = 93-85 | 3.0 = 84-80 | 2.5 = 79-75 | 2.0 = 74-70
* Incorporates the 2 points you would have received for the learning log for the module in which your blog is due,
plus an additional 2 points.


Personal Introduction (4 points)
In the orientation module, please introduce yourself in the Introduction discussion board, and
include the following:
a) The name by which you prefer to be addressed and your gender pronouns.
b) The sociocultural identities (e.g. in terms of race, gender, class, citizenship, language,
religion, sexual orientation, ability, etc.) with which you self-identify.
c) Your geographic location (i.e. city, state, and /or country) and time zone
d) Any other thing you think would be helpful for us, your learning community to know,
about you.
e) What you hope to gain from this class. I am in this class to learn
You should greet at least two other students in the class, in order to receive full credit.


Learning B/Logs (10 points)
This course uses a technique referred to as learning logs. At the end of each module you will be
asked to complete a reflective activity. These activities are intended to help you integrate the
content of what you are learning with your own meaning making. They will consist of a series of
questions you will be asked to respond to and to post to the learning log dropbox. The learning log
will usually be in the form of a dropbox, in which only you and I will see your responses. One
exception to that will be your learning blog. You will sign up for a date to post one learning log on
our course blog. See the Learning Blog Schedule document located in the Orientation module in D2L.

The learning log entries will be graded on the basis of your commitment to the process of reflecting
on what you are learning and how. You will complete learning logs for four modules over the
course of the semester. You will be awarded two points per learning module for a total of 8 points
for satisfactory completion each modules learning log. During the module in which your learning
blog is due, you will not have to complete the individual learning log. You will be expected to
upload your learning log to the dropbox on the appropriate date, so I can review and respond, if
appropriate, to your entries for that module. Be sure your learning log entries for each module are
within a single electronic Word file you can upload to the Learning Log Module X dropbox.


Student Affairs Professional Interview Paper (21 points)
Identify a student affairs professional who works in an area of interest for you. Develop some
questions of that person to conduct an in-person interview. The interview should culminate in a
written report (NOT a transcript), 5 pages in length. The purpose of this assignment is to help you
connect with a professional who may bring different perspectives and experiences to your
understanding of the field and your formulation of a career path.
The course syllabus is a general plan for the course; deviations announced to the class by instructor may be necessary.


The interview should focus on answering the following questions (this is the minimum required
information. You are highly encouraged to tailor the interview to your specific curiosities and
needs):
What was the professionals journey to student affairs and their current position?
What have they learned about themselves along the way?
What do they say about the values of the profession and what attracted them to it?
What advice do they have for a professional-in-training?

You write up should include the following:
A summary of interview data
A discussion on conclusions you drew from the interview
A discussion on how you will integrate what you learned in your own pursuit of graduate
study and/or a career in student affairs

By September 28*, you should identify your interviewee and submit her/his/zir name to me. Here
is a list of departments within student affairs at MSU: http://www.vps.msu.edu/about-student-
affairs/departments. Anyone working in these departments is acceptable, though you may
interview other student affairs professionals at other colleges.

Section
Points
Summary address of all required interview questions (or appropriate
4
rationale for missing data)
Summary presented a cohesive narrative of interview data
6
Depth and robustness of conclusion and integration sections
8
th
Organization, clarity, and style (APA 6 edition)
2
Identification of professional by October 5, 2015
1
TOTAL
21


Graduate School Resume and Personal Statement (25 points)
This assignment is designed to prepare you for the graduate school admissions process. You will
construct a 2 page personal statement that will include personal and professional goals and how
graduate school will help you meet those goals. You are encouraged to look at your potential
graduate school applications for personal statement specifics by institution.


Additional Resources for this Assignment
Purpose
http://owl.english.purdue.edu/owl/resource/642/01/
statements:
https://career.berkeley.edu/grad/gradstatement.stm
http://www.petersons.com/graduate-schools/write-graduate-school-
essay.aspx
http://web.psych.washington.edu/writingcenter/writingguides/pdf/perso
nal.pdf
Resume support
Michigan State University Career Services Network
Student Affairs Functional Area Paper and Presentation (25 points)
The course syllabus is a general plan for the course; deviations announced to the class by instructor may be necessary.

Working individually or with a partner, you are expected to prepare a 3-4-page paper (15 pts.) and
a presentation (10 pts.) on an area of student affairs from the areas listed below.

Areas from which to choose:
o Career Services
o Orientation & Transition
o Civic Engagement or Service-Learning
Services
Programs
o Recreational Services
o Fraternity & Sorority Life
o Residence Life & Housing
o International Student Services
o Student Organization Advising /
o Lesbian, Gay, Bisexual, and
Student Activities
Transgender Programs and Services
o Women's and Gender Programs
o Multicultural Student Programs and
and Services
Services

The functional area paper should cover the following:
o Professional standards
o Professional organizations/associations
o Professional job duties of staff, qualifications, typical training, and career path
o Examples / descriptions of various programs and services offered
o 2-3 current issues in this area
o At least 3 recent readings relevant to the functional area (from within course or outside of
course)

Functional Area Presentations Review (5 points)
After Functional Area Presentations have been uploaded to our course discussion board. You will
go in and review all presentations (you need not review your own). This will serve as your
readings/viewings for the final week of class. You will also submit your ratings of each
presentation via the rating tool located in D2L.


Participation and Engagement (10 points)
Each person is expected to regularly read and comment on course blogs. Your comments should be
a thoughtful response to the content of the blog or a continuation of a conversation started in the
comment section. Timeliness is an important aspect of participation and engagement. Comments
should be posted within a week of the original posting to receive full credit or a week and a half to
receive partial credit. Any comments posted after a week and a half will not receive participation
credit.

Section
Points
Comments and feedback to learning blogs
Up to 2 each module
Non-required activity for which you can gain points
Non-required, original posting on course discussion board
Up to 1each module
Active engagement on Twitter with relevant connections to course using Up to 1 each module
the hashtag #ead491
TOTAL
10*

Submitting assignments
The course syllabus is a general plan for the course; deviations announced to the class by instructor may be necessary.

All graded, written assignments will be turned in electronically through the Desire to Learn (D2L)
website, using the dropbox function.

When submitting assignments, make sure you:
save your work in a .doc, .docx, or .rtf. file. Do not submit PDFsit is too difficult to provide
feedback within text.
save your file using your last name and first initial and the assignment title (this can be
abbreviated). Example: <jonesg_SA Pro Interview>.

Late submission policy. You have an eight-hour grace period for turning in assignments. All
work submitted after the grace period will result in a 5% deduction per 24-hours of the final
grade for each assignment. I will not negotiate about this, so please plan accordingly.

Grading Policy
I will determine individual grades by assessing your performance on assignments, as well as your
participation and engagement in the course. During the processes used throughout the course, you
should expect to receive feedback from peers and me about your performance. Feedback will focus
on what you have done well and will raise questions for you to consider in relation to your
performance. You can expect feedback from me within a week and half of assignment submission,
though feedback may be available sooner.
A note on APA (6th ed.) style: APA style is the structural convention used for written
assignments in this class. I will be relatively strict about your use of APA style and will not
negotiate on missed points connected to APA style deductions. There will be some leniency
on your first assignment, but you will be expected to attend well to APA matters from that
point on. Assignments (after the first) that do not conform to APA [6th edition] will be
returned ungraded at a 5% deduction per 24 hours it is not returned corrected.

Academic Integrity
The Academic Freedom Report states: The student shares with the faculty the responsibility for
maintaining the integrity of scholarship, grades, and professional standards. Therefore, you are
expected to produce original work supported with proper citation of sources used to support your
final product. You may not submit course work you completed for another course to satisfy the
requirements for this course. Students who violate MSU regulations on Protection of Scholarship
and Grades will receive a failing grade in the course or on the assignment.

The MSU Ombuds Office offers a very good overview of issues related to academic honesty and
plagiarism, including recycling papers from one course to another and plagiarism facilitated (and
detected by) resources on the internet: http://www.msu.edu/unit/ombud/plagiarism.html

If you have any questions at any time about use of sources, attributing the work of others, or
making connections between your work for this course and work in other courses, please
communicate with me before submitting the assignment in question.

Additional MSU Resources
The Graduate School (www.grad.msu.edu), 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
The course syllabus is a general plan for the course; deviations announced to the class by instructor may be necessary.

Writing Center (http://writing.msu.edu), 300 Bessey, 432-3610




COURSE OUTLINE


Orientation Module: What is Student Affairs and What Brought You Here (Sept. 2 13)
Topic
Readings and/or viewings
VIDEO: What is Student Affairs?! (5:21)
Understanding
Student Affairs

VIDEO: The Work of Student Affaors (28:02)


Taub & McEwen: Decision to Enter the Profession of Student Affairs
Introduce Yourself to Our Learning Community
Sign Up for Course Blog (link in D2L)



Learning Module One: Foundations and Philosophies of Student Affairs (Sept. 14 Oct. 4)
Topic
Readings and/or viewings
Philosophies &
Foundations of
Student Affairs I

Rentz & Howard-Hamilton: Student Affairs An Historical Perspective


Dungy & Gordon: The Development of Student Affairs
Magolda & Magolda: What Counts As Essential Knowledge for Student
Affairs Educators?
Evans & Reason: Guiding Principles: A Review and Analysis of Student Affairs
Philosophical Statements
Reason & Broido: Philosophies and Values

Philosophies &
Reflections on the 75th Anniversary of the Student Personnel Point of View
Foundations of
(pp. 46-61)
Student Affairs II VIDEO: Reflections on the 75th Anniversary of the Student Personnel Point of
View (11:35)
(make sure you both do the 75th anniversary reading & watch the video.)

Student
Learning &
Collaboration
Across Campus

Name SA Pro for Interview Due 9/28/15 by midnight


ACPA: The Student Learning Imperative: Implications for Student Affairs
AAHE, ACPA, NASPA: Powerful Partnerships: A Shared Responsibility for
Learning
VIDEO: Student Affairs Live: Completion and Persistence in Higher Education
(1:08:11)



Learning Module Two: Preparing for a Career in Student Affairs (Oct. 5 Nov. 1)
Topic
Readings and/or viewings
The course syllabus is a general plan for the course; deviations announced to the class by instructor may be necessary.

ACPA & NASPA: Professional Competency Areas


Professional
Competencies

VIDEO: Beyond the NASPA/ACPA Competencies (55:51)


Principles of Good Practice in Student Affairs:
http://acpa.nche.edu/pgp/principle.htm
Module One Learning Log due 10/5/15 by midnight
CAS: Functional Areas

Functional Areas VIDEO: RAISE Your Standards: Announcing CAS 9th Edition (1:07:05)

Professional
Associations

Graduate
Preparation
Professional
Programs in
Student Affairs/
Higher
Education

Sign Up for a Functional Area (link in D2L)


Listing of professional association websites:
http://www.studentaffairs.com/web/professionalassociations.html
Evans & Ranero: Professional Associations in Student Affairs
SA Pro Interview Due 10/26/15 by midnight
Selecting a Student Affairs Graduate Program (Barratt):
http://www.acpa.nche.edu/selecting-student-affairs-graduate-
program
VIDEO: Graduate School 101: From Application to Acceptance (1:23:44)
Directories of graduate programs:
NASPA -http://www.naspa.org/careers/graduate/graduate-program-
directory
ACPA - http://gradprograms.myacpa.org/


Learning Module Three: Equity, Diversity, & Inclusion in Student Affairs (Nov. 2 Nov. 22)
Topic
Readings and/or viewings
Institutional
Mission and
Campus Climate

Creating
Inclusive
Communities

Hirt: The Importance of Institutional Mission


Kuh: Student Success in Student Services
Chang, Milem, & Antonio: Campus climate and Diversity in Student Services
Module Two Learning Log due 11/2/15 by midnight
Reisser & Roeper: Using Resources to Achieve Institutional Missions and
Goals
Brazell & Reisser: Creating Inclusive Communities
Zylstra: Why is the Gap so Wide Between Espousing and SJ Agenda to
Promote Learning and Enacting it?

Grad School Resume and Personal Statement 11/16/15 by midnight


Review at least three of the following sites:
Watch at least one of the
UMD -
following videos:
Equity, Diversity,
http://www.studentaffairs.umd.edu/d
and Inclusion in Diversity: Rhetoric to Reality
iversity
Action
(1:04:06)
Reframing Disability Identity Notre Dame -
http://studentaffairs.nd.edu/about/di
The course syllabus is a general plan for the course; deviations announced to the class by instructor may be necessary.

On Campus (1:07:31)

versity-inclusion/

YikYak: Social
Media/Justice/
Change (1:02:26)

Wisconsin -
https://www.wisconsin.edu/inclusive-
excellence/

Confronting Racism on
Campus (1:10:30)

UNCG - https://oedi.uncg.edu/

University of Houston -
https://www.uhd.edu/student-
Student Affairs Live: Women
life/csdei/Pages/csdei-index.aspx
in Student Affairs
(1:04:44)
Trans* Students (1:01:20)



Learning Module Four: Personal Foundations in Student Affairs (Nov. 23 Dec. 6)
Learning Objective:
Topic
Readings and/or viewings
Understanding
Yourself as a
Potential SA
Professional

Reflective Practice

Personality Test: http://www.16personalities.com/free-personality-test


Brown: My day of silence
Linder: Why do Student Affairs Educators Struggle to Set Professional
Boundaries?
Module Three Learning Log due 11/23/15 by midnight
Johnson: Defining Reflection in Student Affairs: A New Culture of Approach
Brazelton, Magolda, & Renn: Social Media and Reflective Practice in
Student Affairs
Functional Area Paper and Presentation due 12/7/15 by midnight


Functional Area Presentations Review (Dec. 7 13)
Module Four Learning Log due 12/9/15 by midnight
Reviews and scores due 12/14/15 by midnight

The course syllabus is a general plan for the course; deviations announced to the class by instructor may be necessary.

Das könnte Ihnen auch gefallen