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Azusa Pacific University Azusa Pacific University is an evangelical Christian community of
disciples and scholars Course:
CSA551 Introduction
to College Student Affairs 4:45-9:15 pm -
Thursday, Darling 409 Instructor: Dr.
Dave McIntire, Professor Course Description An
introduction to and overview of the field of college student affairs is offered
with emphasis upon its historical and philosophical foundation, its basic
documents, and its universities. Students
survey and analyze the typical programs and services which the college student
affairs field delivers within American colleges and universities. Desired Student Outcomes / Objectives By the conclusion of the course all students should have developed... 1. ...a working knowledge of the historical development of the profession of college student affairs; 2. ...an understanding of and appreciation for education as a spiritual journey; 3. ...an understanding of schools of philosophical thought and their implications for the practice of college student affairs; 4. ...an understanding of the essential values underlying the student affairs profession and the ability to translate these values into practice;
5. ...an understanding of the basic
functions of the various services and programs
provided by student affairs
professionals;
6. ...an understanding of and appreciation for the evolving roles and responsibilities of student affairs professionals; 7. ...an understanding of the breadth of professional student affairs literature
8. ...an awareness of biblical
principles foundational to the service of college students. Basic Texts Rentz, Audrey L. & Associates (1996) Student affairs practice in higher education, 2nd Edition.
Springfield, Illinois: Charles C. Thomas Publisher, LTD. (ISBN:
0-398-06675-2). Palmer,
P. (1993). To know as we are
known: education as a spiritual
journey. San Francisco:
Harper. (ISBN:
0-06-066451-7) McIntire,
David D., editor (2002) Student affairs: a
professional heritage – a handbook of readings describing our rich history. Course Requirements / Assignments 1. Informed Contribution: (20 points) The hallmarks of an effective graduate class involve (1) punctual ATTENDANCE, (2) focused ATTENTION, (3) ready PREPARATION, and (4) involved PARTICIPATION. (A short one page document summarizing one’s course contribution in each of these four areas is due by the final deadline date. A letter grade for each area is also to be included. Both summaries and letter grades will be taken into account along with instructor’s evaluations in determining a participant’s “contribution” assessment.)
DUE DATE: October 26th.
2. Complete “Student
Affairs Competencies” list.
DATE DUE: September 6th.
3. History of Higher
Education & College Student Affairs Paper (15 points) Write an 8-10 page paper on the history of higher education and the emerging field of college student affairs in America. Include the relevant commission reports, Federal legislation, and the cultural influences that have shaped our profession.
DATE DUE: September 27th.
4. Professional Interviews:
(15 points) Conduct personal interviews (in their offices) with at least three student affairs practitioners who have each been in the profession for at least ten years. Prior approval of each person to be interviewed needs to be given by the Instructor. These individuals should be in at least two different institutions and should reflectboth the public and private sectors. Interviews will be based on questions developed by the class. The findings of the interviews should be compiled in an 8-10 page paper.
DATE DUE: October 11th.
5. Journal Articles: (5 points) Read five (5) journal articles and write a one-page abstract of each. The instructor will give guidance as to the appropriate journals for new professionals to draw from. DATE DUE: October 18th. 6.
Read the primary text (Barr): (15 points) Write a “fat paragraph” reaction to each chapter (1/3 or ½ page of your reaction to the essence of what the author included as important to know about the topic. Please don’t try to summarize what the chapter was about but rather what your “take” is on this topic based on the readings. DUE
DATE: October 25 7. Specialist Presentation: (10 points) Each class member will give a 25-30 minute presentation on one function in college student affairs and for that area will: - Provide an historical and current overview of that function; (75%) - Choose and report on a recent journal article that addresses a current significant issue; (15%) - Research and obtain membership information on relevant professional development organizations; (7%) - Bring copies of relevant journals and other resources to share with the class. (3%)
DATE DUE: As assigned in class the
first evening. 8.
Electronic web page design: (5
points) Students
will demonstrate competence in web page design by the end of the term by the
design and completion of a minimum of a three page web site.
The site will include a home page to be linked with two sub-pages.
Websites must include links to and from each page for easy navigational
purposes, a minimum of two bookmarks for the site, links from the site to
outside web pages, pictures or images, and use of tables for design purposes.
The site must be visually appealing and be viewable in both Internet
Explorer and Netscape Navigator. Completion
of this project will be demonstrated with a live website (students can upload
their sites for free off the APU server). 9.
Final Examination: (15
points) Reasoned Stand: Throughout the plenary sessions, the instructor will extract from discussions, readings and lectures, the “key questions” which under gird this course’s area of study, i.e., questions which one should understand and be able to intelligently answer as a sign of increasing comprehension and inquiry regarding CSA. For the final examination, two (2) questions will be assigned from among these “key questions” and two (2) additional questions will be chosen at the student’s choice. Open books and notes will be permitted as students “craft” their most reasoned and knowledgeable responses to the four (4) questions during the time allotted. Final
exam scheduled for October 29th. The exam will be sent via email
to each student at 5:00 pm on Monday, October 29th. Students will
schedule up to two hours (in one setting) to respond to the four questions and
return them electronically to the instructor before 12:00 noon on Thursday,
November 1st. Options: Interested students may propose other means (different than
those outlined this course. To do
so, such students are to submit thorough and well-reasoned proposals
(appropriate to graduate-caliber study) in sufficient time (September 20, 2001)
for the instructor to review (accept or modify) the proposal and the student to
complete it prior to the end of the semester. Course Schedule: “A
Tentative Menu” September
06
Introductions, Overview of course, Expectations (bothways),
Reception, Syllabus, “Student
Affairs Competencies” list 13 Historical Heritage of Higher Education, Origins and Development of Student Affairs Profession
Assignments: Barr 3-24;
McIntire 1-74 20 Sandy Caminiti, Associate Dean of Students (special guest) group interview of a student affairs professional Philosophical Heritage and Evolution, Professional Standards, Associations, and Publications Student Activities (Kristin Menson) and Residence Life (Jenny Lei), Assignments: Barr 492-507; McIntire 122-157; 27 Institutional Mission, Governance, and Campus Environments, Counseling (Traci Grenz), Financial Aid (Christine Lamoreaux), Community Service Learning (Shawn Delp).
Assignments: Barr 25-72;
McIntire 291-325 October 04 Organizational and Administrative Models Budgeting and Fiscal Management Web page design for student affairs in computer lab – Stacy Wade (1 and 1/2 hours) Electronic Search process in computer lab – Debbie Quasi
Orientation (Sara Cole), Career Planning and Placement (Kelli Helsel),
Campus Safety Assignments: Barr 73-96, 121-134,135-153 and 327-346; 11 Conflict Management, Theory to Practice to Theory, Academic Advising (Eddie Marquez), Student Discipline (Mason Murphy), and Admissions (Rue Hough).
Assignments: Barr 393-409, 285-310; McIntire 284-290 18 Program Planning, Campus Community Relationships, Partnerships with Academic Affairs Special Student Populations: International Students (Rachel Cheng), Minority Students (Kerri Cissna), Greek Students (Matt Visser), Learning Assistance (Kevin Morris). Assignments: Barr 311-326, 377-392, 425-452 25 The Chief Student Affairs Officer: The Leader at the Helm,
Dr. Terry Franson, Vice President
for Student Affairs and Dean of Students (special
guest) Simulation in Student Affairs (second half of class) Assignments: Read Parker Palmer’s To Know As We Are Known: Education as a Spiritual Journey ^ class will be held at the McIntire’s home in San Dimas
CAFÉ evaluation November 09 *Friday, 7:30 am departure for Cal State University – Long Beach with a 4:00 pm return to campus. Eleventh Annual Student Development in Higher Education Institute, “ Transforming Higher Education to Promote Student Learning.”
Criteria for written projects: Grade
level
Learning level
Definition and example C Knowledge and Remembering & understanding an idea or fact in a form similar comprehension
to the way it was presented.
C* Application Implies comprehension: applying a fact to a real or simulated situation:
e.g. defining “value” and
identifying 3 examples.
B Analysis and Analysis involves the breakdown of the material into its parts & Synthesis perceives the relationship between the parts. Synthesis is defined as putting the parts together to form a whole, combining information into patterns and structures. A (range) Evaluation Making judgments about the value of ideas, methods of materials with rationale for judgments. Involves some combination of all other behaviors - knowledge, comprehension, application, analysis and
synthesis. Expectations and Evaluation: 1
-Incompletes: According to the Graduate Education Faculty Handbook:
“An incomplete is given only under special circumstances and is
not to be used simply because students are not able to complete work in the
allotted time. ‘Incompletes’
are initiated by the student well in advance of the end of the semester with the
use of the Official Incomplete Form signed by both the student and
instructor.” 2 - Papers, presentations and projects will be evaluated by the following criteria: •Organization (coherence, logical and substantive progression of ideas) •Scholarship (knowledgeable use of relevant literature) •Comprehension (analysis/synthesis; demonstrated understanding of concepts) •Mechanics (grammar, spelling, appropriate citation format) •Delivery (presence with participants, handouts, AV, activities, creativity)
+Citations and bibliographic references for all assignments should be in
accordance with the Publication Manual of
the American Psychological Association.\ 3
- All assignments are to be completed and submitted according to the
specified due dates included in the course syllabus in order to receive full
credit. 4
- Basic proficiency at the graduate level is considered “B” work. The
designation of “A” work is reserved for exceptional scholarship, depth
of comprehension, and quality of
reasoning. Work which demonstrates
minimal proficiency is assigned the grade of “C”. 5
- Class attendance and active participation are expected. 6
- Academic Integrity and Other Issues Azusa Pacific University maintains that all educational programs will uphold the tenants of academic integrity. Therefore any violation of these tenants by students in this course will result in disciplinary action up to and including course failure. Please refer to the Azusa Pacific Graduate Student Handbook, Graduate Catalog, and the bulletin for the CSA program for information of registration, adding and dropping courses, incompletes, academic integrity, and other academic and procedural issues. Note in particular that presentation of work by others as one’s own carries serious consequences. All quotations should be in quotation marks or parallel indented and single-spaced; all paraphrases should be footnoted; and borrowed ideas should be traced and attributed to their original source. 7
- Any student in this course who has a disability that might prevent him /
her fromfully demonstrating her / his abilities should meet with an advisor in
the Learning Enrichment Center as soon as possible to initiate disability
verification and discuss accommodations that may be necessary to ensure full
participation in the successful completion of course requirements. 8 - Fundamental Principles of Graduate Study A
student’s enrolment in graduate study is a major investment of personal
energy, time and financial resources. It
should also indicate an acceptance of
and commitment to the following
responsibilities: Internal Locus of Control.
Graduate study pulls the instructor back from doing all the teaching,
directing, motivating, and entertaining. It
presumes both that the learner has a vested interest in the subject matter and
is ready, willing, and able to fill the void with non-passive, inquisitive, and
conscientious behaviors. The
instructor may start the proverbial “vehicle” (appropriate to the particular
degree’s integrity) and point the vehicle in the crucial course direction.
However, the instructor must soon move to the “back seat” and
function as a guide and resource. In this way, the learner not only observes, but also further
hones his or her ability to “drive” – focusing direction, seeking
guidance, enacting movement, and assessing progress. Focused Participation. Curiosity, informed statements, involvement, attentive
discussion, positive attitude, openness to ideas, and quality of scholarship as
exhibited in writing, preparation, and honorable interpersonal relationships –
all collectively comprise a true PROFESSIONAL-AT-WORK (committed, competent,
curious, courageous, compassionate, choiceful, and congruent).
When these characteristics manifest themselves – by intention- within a
“learning laboratory,” a level of profound insight (individual and
corporate) becomes possible. Serious Accountability.
By the end of the effective period of study (regardless of the grade
earned), one should be more competent, aware, and perceptive regarding the
topic(s) under investigation than when the period began…even if the
competence, awareness, and perception are of nothing more than the very real and
honest limits of one’s knowledge. Deliberate Initiative.
Ask for what you need. The
answer may be “yes”; the answer may be “no”; however, not to ask is to
leave it to chance or to presume others to be mind-readers.
ASK! Similarly, be
forthright in soliciting whatever information (feedback) you want from the
instructor and other students. Feedback
is the process by which those factors (in this case, YOU!) that produce a result
are themselves modified and strengthened by that result.
Students are encouraged not to deny themselves this source of
information. Honesty, Integrity, and Professional Ethics.
Insofar as higher learning purports to enable deeper insight and
self-understanding, those who carry, or seek to carry, “higher” degrees are
expected to manifest a meticulous diligence in distinguishing between ideas that
are their own and those that have been derived from other sources.
Credit is to be given where credit is due.
When All is Said and Done. Ideas
are poor ghosts until they become incarnate in a person. Then
they look out through eyes of compassion. Then
they touch with redemptive hands and shake the world like a pa
-George Eliot, 1819-1880 It
would be serious blunder to permit ideas alone-or, even worse, the matter of
assignments/grades-to be the primary focus.
Students in Graduate Education (those who are serious about making the
novice-to-expert shift) must be committed to a much more involved, thorough, and
significant “primary focus.” Written
work should be of professional quality. Graduate students are expected to
demonstrate critical thinking and skillful expository writing throughout their
coursework. This course provides ample opportunities to demonstrate both.
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