Beruflich Dokumente
Kultur Dokumente
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.
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.
Learning
Module
One:
Foundations
and
Philosophies
of
Student
Affairs
(Sept.
14
Oct.
4)
Topic
Readings
and/or
viewings
Philosophies
&
Foundations
of
Student
Affairs
I
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
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.
Functional Areas VIDEO: RAISE Your Standards: Announcing CAS 9th Edition (1:07:05)
Professional
Associations
Graduate
Preparation
Professional
Programs
in
Student
Affairs/
Higher
Education
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
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
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.