HRD 555: Introduction to Student Affairs in Higher Education Course Syllabus - Fall 2012 Instructor Ezekiel Kimball Director of Institutional Research Curry College 1071 Blue Hill Avenue Milton, MA 02186 |P| 617.333.2271 |E| [email protected]

Course Description This course provides students with an overview of student affairs in colleges and universities. Particular attention will be given to historical developments as rooted in the emergence of the unique model of higher education in the U.S., to models of student development, to evaluation of the various models of student affairs organizations, and to emerging issues in managing student affairs programs. The intent is to provide students with the information and skills necessary to understand and evaluate the field as well as to assess their own interest and commitment to student affairs.

Unpacking the Course Description Looking closely at the course title and description above, this class requires the development of two bodies of knowledge. First, we need to understand what student affairs is and how best to practice it (referencing the “introduction to student affairs” part of the title). Second, we need to explore how student affairs fits in the overall context of higher education and thereby increase our understanding of higher education a whole (that’s the part about “in higher education”). In a lot of adult and higher education programs, you’d be asked to accomplish that learning in two separate courses—one an introduction to student affairs and the other, an introduction to higher education. While there are doubtless many benefits to having two separate courses—not the least of which being that we would have more time for reading and discussion—there’s a great deal of benefit to considering higher education and student affairs simultaneously. The content areas are inextricably linked—our system of student affairs practice has arisen to fit the current context of higher education in the United States—and by considering them together we can make connections that might otherwise prove elusive. Even more importantly, however, 1

considering student affairs and higher education together allows you time for other program coursework, which can only serve to enrich your understanding of the content of this class. For example, the perspectives that you have gained (or will gain) in courses like HRD600 -The History and Philosophy of Adult Education and HRD631 - The Adult Learner will also help you to understand student affairs work. Having taken coursework that explores adult and higher education you will have a richer understanding of both college students and adult learners. By the conclusion of the course, you should be able to: 1) 2) 3) 4) 5)

Demonstrate an understanding of the broad social and historical trends shaping the higher education landscape as well as how student affairs fits within that landscape Describe, critique, and critically appraise various theories of student development Articulate the relationship between student development and the campus environment Identify and analyze critical issues in student affairs and/or the management of student affairs programs Understand and discuss how your interests and value commitments impact your thinking about a future career in student affairs

Course Texts The following books are required for the course and are an excellent start for a developing student affairs library: Magolda, P. M., & Baxter Magolda, M. (Eds.). (2011). Contested issues in student affairs: Diverse perspectives and respectful dialogue. Sterling, VA: Stylus Publishing. [REQUIRED] Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass. [REQUIRED] Schuh, J. H., Jones, S. R., & Harper, S. R. (2011). Student services: A handbook for the profession (5th ed.). San Francisco: Jossey-Bass. [REQUIRED] If your finances permit it, I would strongly recommend that you consider purchasing the following books since they are often consulted by student affairs professionals: Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. P., & Renn, K. A. (2010). Student development in college: Theory, practice, and research (2nd ed.). San Francisco: Jossey-Bass. [OPTIONAL] Strange, C. C., & Banning, J. W. (2001). Educating by design: Creating campus learning environments that work. San Francisco: Jossey-Bass. [OPTIONAL] I have assigned limited readings from Pascarella & Terenzini (2005), but this book will likely be very helpful in completing any assignment requiring a literature review. Additional readings will be required and will be made available via electronic course reserves and/or the course website. 2

On Writing and Reading . . . A Lot When I was a student in the adult education program, we were quite fond of noting that the program could also be considered a graduate education in reflective writing. Knowing the program’s faculty as I do, I’m certain that’s still the case. As a result, it probably won’t surprise too many of you to find out that you’ll be spending a lot of time writing in this class. My general expectation is that you’ll produce at least 20-25 pages of polished, carefully considered text throughout the semester to meet the expectations for the learning contract assignments detailed below. I would also expect that you’ll be generating many more pages worth of text via your responses to readings and the thoughts of your classmates. I don’t expect this writing to be as formal as the text you produce for your learning contract assignments, but please do show your respect for your colleagues by spelling words correctly, using proper grammar, and writing in complete sentences. Yet another reason to take your time with these less formal postings: you’re more than welcome to “mine” your own writing for draft text and key ideas as you complete other assignments. You’ll still have to revise it, add to it, and otherwise make it fit the context of the assignment, but well-thought responses will benefit you in the end. You will also be spending a lot of time reading (and responding to) the writing of your classmates and other people who have smart things to say about higher education. Throughout most of the semester, I have assigned about one hundred pages of reading each week. Most of this text is from either formal scholarship (in the case of journal articles) or textbooks on student affairs work. It is quite dense, so you shouldn’t expect to read it quickly. Each week, you’ll also need to complete several additional types of reading. In order of precedence: 1) Please read all of the postings your classmates have contributed the discussion forums. You will have to respond to some of it, but you can definitely learn from all of it. Since we won’t be meeting face-to-face, this work is the same as the “seat” time part of a traditional course. 2) As part of your regular routine, spend some time perusing important higher education news sources like the Chronicle of Higher Education (www.chronicle.com) and Inside Higher Education (www.insidehighered.com). You may also want to visit higher education-related websites (e.g. blogs, college websites, think tanks). 3) Consider spreading out the reading that you’ll need to do to support your written assignments out over the course of the semester (I know that you can wait until the last minute and still complete brilliant work, but my experience tells me that you’ll probably learn more if you work on it over time). 4) Read other things that interest you and are related to the course. You’ll more than likely pick up suggestions from classmates and the authors we read. Even if it isn’t clear how a reading would connect back to a course assignment at the time, I’d encourage to pursue these leads whenever you have time. 3

Assignments There are two types of assignments in this class. One group of assignments takes the places of attendance and participation in a face-to-face class. These assignments are required of everyone. The second group of assignments requires you to complete create a “philosophy of student affairs” and also allows you to select from a variety of options based upon your academic interests or professional development needs. I’ll then ask you to complete a “learning contract” that specifies which assignments you’ll be completing. Grading will be based upon a 100 point scale. Letter grades will be assigned based upon the following correspondences: A: More than 90 Points B: 80-90 Points C: 70-80 Points D: 60-70 Points F: Less than 60 Points Each assignment (described below) has been assigned a maximum point value. Throughout the course, you have the potential to earn more than 100 points. Thirty points are assigned to discussion assignments. You will need to complete a learning contract for at least 70 additional points and can include up 100 points as part of your learning contract. However, when completing your learning contract, please keep in mind that you cannot earn a grade higher than an “A,” and if you agree to take on too much work, all of it may suffer.

Discussion Assignments Though discussion assignments represent only a small part of your final grade, they are a critical part of your learning for the course. Discussion, reflection, and sharing are integral aspects of this course. Since sustained engagement with the ideas we will read about in texts and write about in discussion forums is the only way to build an in-depth understanding of the course materials, your full participation in the course requires that you complete all readings prior to posting discussion assignment responses. A failure to do so not only deprives you of the opportunity to think critically about the course’s big ideas but also means that other students will not be able to learn from your thoughtful participation. Since we will all be engaged in the process of thinking about student affairs work together, a key expectation of participation is respect for your colleagues. Debate and disagreement are both expected and encouragement, but we must all take care to ensure that every person in this class 4

feels empowered to communicate. Recognizing that every person in the class has a different way of making hir/her/him–self heard, a critical element of participation will be asking questions to clarify your own understanding and otherwise helping classmates to develop their ideas. You may post as often as you would like but are required to do so at least three times each week. All postings for which you intend to receive credit should be roughly 75-100 words. Each posting that meets the assignment guidelines will earn one point. Since you will need to complete each of the assignments described below on a weekly basis, there are more than ten possible points in each assignment. These “extra” points allow you to still earn the full ten points should you need to skip a week or should a week’s posting not meet the assignment guidelines. Specific discussion assignments include: Reaction to Course Readings (worth up to ten points): Each week you should begin a new thread to comment on any aspect of a required reading. Your reaction should make use of evidence from the readings we have completed to date. You may also describe other reading that you have completed as well as your own personal experience to help build your argument. Each reaction should include a description of the topic that you are commenting upon; an analysis of its significance or a possible problem that you have identified in the way we understand the topic; and a discussion of how an understanding of the topic could impact student affairs practice. Reaction to Free Reading (worth up to ten points): Each week you should begin a new thread to describe something that you read that was not required. The reading may be an article, book, website, etc. In your posting, you should connect this reading to something the class has read. You should provide a brief summary and description of its importance to student affairs work. Response to a Classmate’s Comments (worth up to ten points): Each week you should respond to at least one of your classmate’s postings. In your response, you should expand upon or critique an idea raised in the original posting. Your reaction should make use of evidence from the readings we have completed to date. You may also use other readings that you have completed and your own personal experience to build your argument, but if you do so, please be mindful that you will need to provide additional context so that others can understand your thinking.

Learning Contract Assignments The following assignments are designed so that you can select the options that best fit your needs and interests. You will need to select assignments totaling at least 70 points and not more than 100 points. Rubrics for each assignment are available on the course website.

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Philosophy of Student Affairs (Required: worth up to thirty points): As we go through this course, we will explore how both formal theories (things you might read in a textbook) and personal theories-in-use (the way people think about things in practice) shape student affairs practices. For this assignment, you will need to produce a “draft” philosophy of student affairs statement early in the semester. This draft should be approximately 2-3 pages in length and should clearly articulate how you think about the relationship between student experience; learning and development; and the work of student affairs practitioners. To phrase this assignment in the form of a question: what would constitute a positive higher education experience for students and how could you (as a student affairs practitioner) help to produce that sort of experience? For the draft, work from other classes and your own personal experiences should form the basis of your philosophy. To complete this assignment, you will revisit your draft statement near the end of the semester—revising, expanding, and/or rejecting parts of it to reflect the way that your own personal theory-in-use has evolved over the course of the semester. Your “final” philosophy of student affairs statement should make extensive use of readings and be 3-5 pages in length. Initial Draft Due: September 29 | Final Draft Due: December 15 Book Review (worth up to ten points): This assignment offers the opportunity to read a booklength treatment of an important topic related to higher education or student affairs. You must discuss your book selection with the instructor prior to beginning this assignment to ensure that it is appropriate to the course and that the book will afford the possibility to complete this assignment successfully. In your book review, which should be 4-5 double-spaced pages in length, you should summarize the book and explore the contribution that it makes to the field. Wherever possible, you should connect your discussion of the book to course readings. As you draft the book review, you should be sure to answer the following questions: 1) What content is included? 2) How is it organized? 3) What is the goal of the work? 4) Who is the audience for the book? 5) How successful was the book in accomplishing its goals? Due: October 20 Reflective Journal and Reaction Paper (worth up to ten points): As with many classes in the adult and higher education program, your learning in this course can be greatly enhanced by regularly reflecting upon readings. To complete this assignment, you will need to formalize that reflection by recording your thoughts in a journal. As the end of the class nears, this assignment requires you to summarize your learning in a reaction paper that is 4-5 double-spaced pages in length. In this paper, you should quote from your reflective journal (which you will not need to turn in) as well as other course materials. The focus of this paper should be the understanding of student affairs practice that you have developed via this class. Due: December 15 Integrative Book Review (worth up to twenty points): For this assignment, you will need to read at least two book-length treatments on an important topic related to higher education or student affairs. You must discuss the selected books with the instructor prior to beginning the assignment. The focus of this assignment should be on demonstrating the similarities and 6

differences in the way the works that you have selected treat the same topic. You should also be sure to include all of the elements of a good book review described above since a careful description of each book’s strengths and weaknesses will help you to build a comparison between the books that you have selected. This assignment can be completed successfully in 5-7 double-spaced pages. Please note, however, that your integrative book review must be truly integrative: you should not simply describe everything about Book A and then do the same for Book B but instead should demonstrate how reading the works together has helped you to understand the topic better. Due: November 3 Analysis of Student Experience (worth up to thirty points): This assignment requires that you examine the experiences of a group of students (e.g. adult learners, students with disabilities, Latina/o-Hispanic students, philosophy majors) through the lens of at least one of the major theories that we have read about in this class. You will also need to pursue additional readings on the group that you have selected. Before beginning your work, you should consult with the instructor to ensure that the assignment can be successfully completed with your proposed theory (or theories) and group. Your analysis should include the following elements: an introduction, a discussion of the existing literature exploring the group that you selected, a discussion of the theory you selected, an analysis of the group through the lens of your theory, and a discussion of how the understanding that results from the analysis could impact student affairs practice. You should be able to complete this assignment successfully in 12-15 pages. Due: December 8 Theory-to-Practice Paper (worth up to thirty points): For this paper, you will need to select and describe a problem in practice (e.g. working with a group of at-risk students, advising the student government association) that you feel can be addressed by a theory or group of theories that we have covered in class. Before beginning your work, you should consult with the instructor to ensure that the assignment can be successfully completed with your proposed theory (or theories) and problem you have selected. You will then need to analyze how each theory you have selected would help you to understand probable student behavior. Your textbooks serve as an excellent starting point for this assignment, but to complete it successfully, you will need to support your description with additional readings. You should also describe potential concerns in using a particular theory or group of theories with a broad group of students. To do so, I would encourage you to consider the following questions about each theory: Is the theory more useful for one group of students than another? How was the theory produced? What was it designed to do? Following your analysis of the theory or theories you have selected, you should then describe the strategies that you believe would be effective in addressing the problem in practice that you selected. Please take care to connect these strategies directly to your analysis of the theory. That is, please be clear about both what practices you would adopt and why you would adopt them. When creating strategies for practice, you could focus on designing a formal program, describing how you would work with a student one-on-one, or both. This assignment can be completed successfully in 12-15 pages. Due: November 10 7

Course Schedule Week One: Foundations (9/4-9/8) First, please read. . . - Schuh et al (2011) – Chapter One (Thelin & Gasman): Historical Overview of American Higher Education - Schuh et al (2011) – Chapter Two (Dungy & Gordon): The Development of Student Affairs - Magolda & Baxter Magolda (2011) – Chapter One (Baxter Magolda & Magolda; Carnaghi & Boschini): What counts as “essential” knowledge for student affairs educators? Then, please. . . - Introduce yourself to your colleagues—telling them a bit about yourself, your professional background, and what led you to enroll in this class. - Post a response to this week’s readings (more information is included in the description of assignments provided above); - Post a response to something that you read that was not required but is related to the topic of the course (more information is included in the description of assignments provided above); - Respond to one of your colleagues posts about this week’s readings (more information is included in the description of assignments provided above).

Week Two: Creating a Student Affairs Practice (9/9-9/15) First, please read. . . - Schuh et al (2011) – Chapter Five (Reason & Broido): Philosophies and Values - Schuh et al (2011) – Chapter Six (Fried): Ethical Standards & Principles - Schuh et al (2011) – Chapter Fifteen (Manning & Munoz): Framing Student Affairs Practice - Schuh et al (2011) – Chapter Twenty-Seven (Arminio): Professionalism - Read at least one of the following: o Magolda & Baxter Magolda (2011) – Chapter Twenty-Three (Linder; Clement): Why do student affairs educators struggle to set professional boundaries? o Magolda & Baxter Magolda (2011) – Chapter Twenty-Five (Magolda & Baxter Magolda; Carducci): How do professional navigate situations when their professional beliefs clash with their supervisors’ or organizations’ beliefs? 8

Then, please. . . - Post a response to this week’s readings; - Post a response to something that you read that was not required but is related to the topic of the course; - Respond to one of your colleagues posts about this week’s readings. - Complete a learning contract based on the template available on the course website.

Week Three: Theoretical Approaches to the Individual Student (9/16-9/22) First, please read. . . - Pascarella & Terenzini (2005) – Chapter Two: Theories and Models of Student Change in College - Schuh et al (2011) – Chapter Nine (Evans): Psychosocial and Cognitive-Structural Perspectives on Student Development - Schuh et al (2011) – Chapter Ten (Torres): Perspectives on Identity Development - Schuh et al (2011) – Chapter Eleven (King and Baxter Magolda): Student Learning Then, please. . . - Post a response to this week’s readings; - Post a response to something that you read that was not required but is related to the topic of the course; - Respond to one of your colleagues posts about this week’s readings.

Week Four: Theoretical Approaches to the Campus Environment (9/23-29) First, please read. . . - Schuh et al (2011) – Chapter Two (Griffin & Hurtado): Institutional Variety in American Higher Education - Kuh, G. D., & Whitt, E. J. (1988). The invisible tapestry: Culture in American colleges and universities. Washington, DC: Association for the Study of Higher Education. Then, please. . . - Post a response to this week’s readings; - Post a response to something that you read that was not required but is related to the topic of the course; - Respond to one of your colleagues posts about this week’s readings. Finally, by the end of the week, please turn in: - Initial Draft of Philosophy of Student Affairs Statement

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Week Five: Theoretical Approaches to the Student in the Campus Environment (9/30-10/6) First, please read. . . - Terenzini, P. T., & Reason, R. D. (2005, November). Parsing the first-year of college: A conceptual framework for studying college impacts. Paper presented at the Annual Conference of the Association for the Study of Higher Education. Philadelphia, PA - Schuh et al (2011) – Chapter Thirteen (Renn & Patton): Campus Ecology and Environments - Tanaka, G. (2002). Higher education's self-reflexive turn: Toward an intercultural theory of student development. Journal of Higher Education, 73(2), 263-96. Then, please. . . - Post a response to this week’s readings; - Post a response to something that you read that was not required but is related to the topic of the course; - Respond to one of your colleagues posts about this week’s readings.

University Break (10/7-10/13) As time allows, please begin your reading for next week and consider continuing conversing with colleagues on Blackboard.

Week Six: From Theory-to-Practice (10/14-10/20) First, please read. . . - Schuh et al (2011) – Chapter Eight (Jones & Abes): The Nature and Uses of Theory - Schuh et al (2011) – Chapter Sixteen (Harper): Strategy and Intentionality in Practice - Schuh et al (2011) – Chapter Twenty-Nine (Sax & Harper): Using Research to Inform Practice - Parker, C. A. (1977). On modeling reality. Journal of College Student Personnel, 18(5), 419–425. - Reason, R. & Kimball, E. (forthcoming). A New Theory-to-Practice Model for Student Affairs: Integrating Scholarship, Context, and Reflection. Journal of Student Affairs Research & Practice. - Magolda & Baxter Magolda (2011) – Chapter Three (Blimling; Broido): How are dichotomies such as scholar-practitioner and theory-practice helpful and harmful to the profession? Then, please. . . - Post a response to this week’s readings; 10

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Post a response to something that you read that was not required but is related to the topic of the course; - Respond to one of your colleagues posts about this week’s readings. Finally, by the end of the week, please turn in (if applicable): - Book Review

Week Seven: Creating Positive Campus Environments (10/21-10/27) First, please read. . . - Schuh et al (2011) – Chapter Three (Chang, Milem, & antonio): Campus Climate and Diversity - Schuh et al (2011) – Chapter Fourteen (Kuh): Student Success - Magolda & Baxter Magolda (2011) – Chapter Five (Davis; Boes): In this age of consumerism, what are the implications of “giving students what they want?” - Magolda & Baxter Magolda (2011) – Chapter Ten (Taylor; Lowery): What should universities do about overly involved parents? Then, please. . . - Post a response to this week’s readings; - Post a response to something that you read that was not required but is related to the topic of the course; - Respond to one of your colleagues posts about this week’s readings.

Week Eight: Working with Individual Students (10/28-11/3) First, please read. . . - Pascarella & Terenzini (2005) – Chapter Eleven: How College Affects Students – A Summary - Schuh et al (2011) – Chapter Nineteen (Pope & Mueller): Multicultural Competence - Magolda & Baxter Magolda (2011) – Chapter Six (Welkener; Gross): What are the risks and benefits of allowing students to fail if learning results? - Read at least one of the following: o Schuh et al (2011) – Chapter Twenty-Three (Reynolds): Counseling and Helping Skills o Schuh et al (2011) – Chapter Twenty-Four (Love & Maxam): Advising and Consultation Then, please. . . - Post a response to this week’s readings; - Post a response to something that you read that was not required but is related to the topic of the course; 11

- Respond to one of your colleagues posts about this week’s readings. Finally, by the end of the week, please turn in (if applicable): - Integrative Book Review

Week Nine: Student Affairs Administration (11/4-11/10) First, please read. . . - Schuh et al (2011) – Chapter Seventeen (Schuh): Financing Student Affairs - Schuh et al (2011) – Chapter Eighteen (Bresciani): Assessment and Evaluation - Schuh et al (2011) – Chapter Twenty-One (Hirt & Strayhorn): Staffing and Supervision - Schuh et al (2011) – Chapter Twenty-Two (Magolda & Quaye): Teaching in the CoCurriculum Then, please. . . - Post a response to this week’s readings; - Post a response to something that you read that was not required but is related to the topic of the course; - Respond to one of your colleagues posts about this week’s readings. Finally, by the end of the week, please turn in (if applicable): - Theory-to-Practice Paper

Week Ten: Student Affairs in an Institutional Context (11/11-11/17) First, please read. . . - Schuh et al (2011) – Chapter Twelve (Kezar): Organizational Theory - Magolda & Baxter Magolda (2011) – Chapter Twenty-One (Dugan; Suspitsyna): What would student affairs organizational structures look like if they supported inclusive, learning-centered practices? - Magolda & Baxter Magolda (2011) – Chapter Eight (Poullard & Denton): What is the relationship between changing university policy and changing student norms? - Schuh et al (2011) – Chapter Twenty-Eight (Whitt): Academic and Student Affairs Partnerships - Read at least one of the following: o Magolda & Baxter Magolda (2011) – Chapter Two (Benjamin & Hamrick; Jones): How does the perception that learning takes place exclusively in classrooms persist?

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o Magolda & Baxter Magolda (2011) – Chapter Four (Arcelus & Lester): If student affairs-academic affairs collaboration is such a good idea, why are there so few examples of these partnerships in American higher education? Then, please. . . - Post a response to this week’s readings; - Post a response to something that you read that was not required but is related to the topic of the course; - Respond to one of your colleagues posts about this week’s readings.

University Break (11/18-10/24) As time allows, please begin your reading for next week and consider continuing conversing with colleagues on Blackboard.

Week Eleven: Student Affairs in a Societal Context (11/25-12/1) First, please read. . . - Lattuca, L. R., & Stark, J. S. (2009). Curriculum: An academic plan. In L. R. Lattuca & J. S. Stark, Shaping the college curriculum: Academic plans in context (pp. 1-22). San Francisco: Jossey-Bass. - Magolda & Baxter Magolda (2011) – Chapter Twenty (Zylstra; Osei-Kofi): Why is the gap so wide between espousing a student justice agenda to promote learning and enacting it? - Magolda & Baxter Magolda (2011) – Chapter Fifteen (Quaye; Hernandez): Girl or woman? Dorm or residence hall? What’s the big deal about language? - Magolda & Baxter Magolda (2011) – Chapter Nineteen (Uecker; Sardelli): How do student affairs educators protect freedom of speech while ensuring civil discourse? Then, please. . . - Post a response to this week’s readings; - Post a response to something that you read that was not required but is related to the topic of the course; - Respond to one of your colleagues posts about this week’s readings.

Week Twelve: Critical Issues in Student Affairs Administration (12/2-12/8) First, please read. . . - Schuh et al (2011) – Chapter Seven (Pavela): Selected Legal Issues 13

Schuh et al (2011) – Chapter Thirty (Aleman & Wartman): Student Technology Use and Student Affairs Practice - Schuh et al (2011) – Chapter Twenty-Five (Roper & Matheis): Conflict Resolution - Schuh et al (2011) – Chapter Twenty-Six (Roberts): Community Development Then, please. . . - Post a response to this week’s readings; - Post a response to something that you read that was not required but is related to the topic of the course; - Respond to one of your colleagues posts about this week’s readings. Finally, by the end of the week, please turn in (if applicable): - Analysis of Student Experience Paper -

Week Thirteen: Critical Issues in Student Affairs Practice (12/9-12/15) First, please read. . . - Magolda & Baxter Magolda (2011) – Chapter Twelve (Park; Mundell): Why is it so challenging for collegians and student affairs educators to talk about race? - Magolda & Baxter Magolda (2011) – Chapter Thirteen (Renn; Davis): Do identity centers . . . divide rather than unite . . . faculty, students, and administrators? If so, why are they so prevalent on college campuses? - Magolda & Baxter Magolda (2011) – Chapter Sixteen (McCarthy; Haverkos): What are the implications of providing “special” considerations to particular students? - Magolda & Baxter Magolda (2011) – Chapter Nine (Barber; Levine): If curbing alcohol abuse on college campuses is an “impossible dream,” why bother with intervention aimed at curbing abuse? - Magolda & Baxter Magolda (2011) – Chapter Seventeen (Spano; Oliaro & Varlotta): What are the responsibilities and limits of student affairs educators’ role in addressing burgeoning student mental health issues? Finally, by the end of the week, please turn in (if applicable): - Reaction Paper for Reflective Journal Assignment - Updated Philosophy of Student Affairs

Electronic Submission of Work All discussion assignments should be submitted via a posting to the appropriate forum on the course website. All learning contract assignments should be submitted via the course website’s assignment submission utility or by email ([email protected]). If you submit your assignment via the course website’s assignment submission utility, a confirmation will be displayed when 14

the assignment has been submitted. If you submit your assignment via email, I will respond to let you know that I have received it. Submissions should be received no later than the last day of the week in which they are due.

A Note on Late Assignments The object of every course assignment is to afford an opportunity for reflection and learning. As a practical matter, it does not matter to me when you turn in your assignments. I will spend the same amount of time reading and offering feedback regardless of when you submit them to me. However, it has been my experience that sometimes deadlines are missed because students wait too long to start the assignment, which in turn inhibits both the quality of assignment and what can be learned from it. As a result, if you would like to turn in an assignment later than the date on the syllabus, I require that you a) let me know as far in advance as possible (preferably at least 72 hours) and b) provide me with the work that you have completed on the assignment to date. Since I expect that you will begin thinking about your assignments well in-advance, my expectation is that you will demonstrate significant progress before an extension is granted. Late works for which an extension is not received will be awarded a grade one letter grade lower than that which it would otherwise have been assigned. Please also be aware that if I receive works after the final day of the class I will be unable to meet the grading deadline imposed by the University. In that case, I will be forced to utilize the University’s grading policy for incomplete coursework and the resulting grade designation may have implications for your academic standing, graduation, and/or financial aid statuses.

Academic Support My goal as an instructor is to facilitate your learning in whatever way I can. In the event that you find you are not performing to your expectations in this class or would like to discuss options for additional support, I strongly encourage you to let me know. If you need course adaptations or accommodations because of a disability, please contact me as soon as possible. Additionally, the University has a staff of highly capable professionals who can offer assistance with most of the learning struggles that a student can encounter. If you prefer, you can contact them directly instead of or in addition to speaking with me. For problems with writing skills or time management, make an appointment to see a student tutor at The Learning Center, 2nd Floor Luther Bonney Hall (207.780.4228). Help is also available through the Counseling Center, 106 Payson Smith Hall (207.780.4050) and the Office of Academic Support for Students with Disabilities, 2nd Floor Luther Bonney Hall (207.780.4706). 15

Citation Style Wherever possible, you should provide references to sources utilizing APA style, which is standard in most education-related areas of study. The full guide to APA style is can be found in the Publication Manual of the American Psychological Association (Sixth Edition). A short guide is available online at Purdue’s Online Writing Lab (http://owl.english.purdue.edu). In all written assignments, you should provide a bibliography. You are not required to do so when posting on discussion boards, but whenever there might be some confusion about your source you should provide an in-text citation—e.g. (Example, 2012). Apart from citation style, you may format your written assignments however you would like provided you do so consistently.

Academic Integrity As a student at a distance, it is important that you know about the University of Maine System policy on academic integrity. Violations of student academic integrity include any actions which attempt to promote or enhance the academic standing of any student by dishonest means (e.g., cheating, plagiarism, fabrication and academic misconduct). Students may be accused, charged and penalized for any violations as appropriate as detailed in University of Maine System policy. Please refer to the UMS Student Conduct Code for definitions and procedures. If you have any questions regarding the requirements for this course or the academic integrity process, please speak with me.

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College of Education and Human Development Conceptual Framework The College of Education and Human Development has developed a conceptual framework that reflects the College’s mission in Preparing educators and human development professional for responsible service. This framework was used to guide the learning activities and assessments for this course. It is presented here for your review. Connections & Partnerships

Reflection & Critical Inquiry

Preparing Educators & Human Development Professionals for Responsible Service

Program Content Knowledge, Skills and Dispositions

Validation of Practices Best Practices

Using Program Content Knowledge, Skills, and Dispositions to Design Educational Programs: Recognized standards of excellence guide the development of program curricula. Forging Connections and Partnerships: Students and faculty connect theory and practice through on-going reciprocal relationships with schools, agencies, businesses, and other partnerships. Developing Best Professional Practices: Instructors model best professional practices in the classroom and expect students to aspire to high standards of professional practices. Validating Practices: Students demonstrate through research, assessments, and other performances how content knowledge, skills, and dispositions have been achieved. Modeling Reflection and Critical Inquiry: Students and faculty actively engage in examining, questioning, and learning from content knowledge, understandings, and their own professional development.

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