Dr. Patrick P. Chang	Debra Howard Stern
Instructor	Co-Instructor
206C Main Hall	212/854-7488
212/678-3277 (NY) 201/529-7591 (NJ)	e-mail: destern@barnard.columbia.edu   http://www.spacelab.net/~cstern
e-mail: pchang@ ramapo.edu http://ultrix.ramapo.edu/~pchang
Office Hours: Mon 2:00 PM - 3:30 PM Wed 3:00 PM - 5:00 PM Contact Grace Albion @ x3750 for an appointment
	Ryan Greene Tutoring Facilitator 212/854-7718 e-mail: rmg43@columbia.edu

 Course Objectives:

This course will provide an historical and conceptual overview of student affairs administration through surveying the history, development, current and future perspectives of programs and services designed to meet the needs of students and typically found in Divisions of Student Affairs at most colleges and universities. Students will be expected to demonstrate knowledge in the following areas:

1) The historical and philosophical foundations of student affairs work from a global perspective

2) The history and development of the profession in American higher education

3) Identification of critical incidents, documents, and individuals who have contributed to the development of the profession, ethics and standards, and its future

4) The programs and services which constitute the field of student affairs

5) The research areas, professional organizations, and journals which discuss issues of student affairs administration

6. Basic concepts of student development theory and the importance of translating theory into practice

 Method:

We will analyze respective student programs and services from the context of past, present and future practices. Every effort has been made to create a learning environment which will:

• enhance group learning through triad presentations on past, present and future practices
• create interdisciplinary learning opportunities where you will be called upon to draw from your vast personal resources of related courses and experiences
• foster open discussion through optional after class discussions, monthly study group sessions, processing of anonymous class evaluations and case study analyses conducted over e-mail and the internet.

Format: Because of the fact that course content will be customized according to the classes background and desires, the listing of required readings will be released on a monthly basis.

Weekly

Weekly class meetings will have the following content:

• an analysis of a past, present or future student affairs program or service
• a triad presentation on some aspect of a student affairs program or service
• an opportunity to complete an anonymous evaluation at the end of each class in order to seek clarification on key concepts covered and assignments and serve as a means to gauge personal satisfaction

Biweekly

Every two weeks a new topic for discussion will be posted on the class web page focusing on Halfway Heaven . You are expected to maintain a discussion with each other via e-mail and the web regarding the functional interrelatedness of programs and services in light of the "bigger picture" of avoiding a similar campus crisis.

Monthly

An optional monthly class will be conducted at a time, date and location convenient to the entire class to:

• provide focus and clarification on key themes
• provide an opportunity to relate coursework to current trends in higher education
• provide an opportunity to synthesize readings and case studies
• prepare for the final exam

Required Texts:

Depending upon the whims of UPS, the following textbooks and monograph are required for this course and are available in the Teachers College Bookstore

(1986) Council for the Advancement of Standards and Guidelines for Student Services / Development Programs. American Council on Education.

Barr, M., Upcraft, L., and Associates. (1990). New Futures for Student Affairs. San Francisco: Jossey-Bass.

Cheatham, H., and Associates, (1991). Cultural Pluralism on Campus. Alexandria: ACPA Media Board.

Komives, S., Woodard, D. & Associates (1996). Student Services: A Handbook for the Profession. San Francisco: Jossey-Bass.

Thernstrom, Melanie (1997). Halfway Heaven. Doubleday: New York.

Additional Readings:

Additional readings will be assigned from other relevant literature. Other resources recommended for this course include a selective bibliography on the student affairs profession, and other topical books. All will be on reserve at the library.

Brown, R. (1972) . Student Development in Tomorrow's Higher Education; A Return to the Academy . Alexandria: American Personnel and Guidance Association.

Knefelkamp, L., Et. al., (1978). Applying New Developmental Findings. New Directions for Student Services. San Francisco: Jossey Bass

Owens, H., Witten,C., & Bailey, W. (1982). College Student Personnel Administration An Anthology. Charles C. Thomas.

Wright, D. (1987) . Responding to the Needs of Today's Minority Students. New Directions for Student Services. San Francisco: Jossey Bass.

The following is a list of professional journals which should be consulted for information related to student affairs issues, functions and services.

Student Affairs:

Bulletin of ACU-I

College and University

College Student Journal

Journal of Career Planning and Placement

Journal of College and University Housing

Journal of College Student Affairs

Journal of College Student Development

Journal of Student Financial Aid

Journal of the American College Health Association

NASPA Journal

Higher Education:

AAHE Bulletin

Academe

American Educational Research Journal

Black Scholar

Change

Chronicle of Higher Education

College Board Review

Educational Record

Hispanic Outlook in Higher Education

Journal of Higher Education

Journal of Negro Education

Journal of Research and Development

Journal of the National Association for Women Educators

LEAP (Asian Pacific Americans)

Liberal Education

Negro Educational Review

Phi Delta Kappan

Research in Higher Education

Review of Higher Education

Class Activities and Student Responsibilities

Students are expected to attend class, to complete assigned readings, to raise pertinent questions and to engage in class discussions. The presentation of topical information is intended to facilitate and encourage critical examination of issues. On occasion, students will be expected to summarize selected readings for the benefit of the class.

In addition to these common expectations, each student will complete the following assignments:

1.  
2. Engagement in an ongoing internet dialogue with classmates: There will be a different

   case study posted biweekly on the classes web home page (URL is http://www.spacelab.net/~cstern). Discussions, insights and questions will be raised via e-mail and follow up will be conducted during monthly synthesis meetings.

    

    

    

3. Personal Reflective Paper: Prepare a reflective paper that sets personal goals and includes an enlightened awareness of your strengths and weaknesses. The paper should address these questions: Where are you now? What are your major interests, values, and why did you enter the field? In what ways are your values, interests, strengths and weaknesses congruent with the field? In what ways are they incongruent? What are your goals for this program? For this course?

Due September 15.

3.  
4. Autobiographical Paper (The Past) : Continuing with your Personal Reflective paper, prepare an autobiographical account of your own college experience within the context of student affairs work, describing how the services and programs offered at your undergraduate institution impacted on your involvement and development as a person. The paper should describe the Student Affairs Division at your institution, the role of student affairs within the context of the institution, and its' impact on your college / university experiences. Which programs and services did you most directly use? What drew you to these particular services? What programs and services did you have little or no contact? Why? Who/what most influenced you in college? If you had it all to do over, would you respond differently to the student affairs division, programs and services, and personnel? The paper should trace your development and transitions and changes from year to year.

Due September 29 (length 5-8 pages typed and double spaced).

4.  
5. In-Depth Study of a Student Service (The Present): each student will select by September 22, one student service to study in depth (housing, career development, minority student services, etc.). As a member of a small group, students will:

A. Visit an office and interview a director. Interview questions must be discussed in advance with the instructors in person or by e-mail.

B. Prepare for the interview through background readings on the functional area to be studied. At a minimum, students should read about their chosen area in the CAS Standards booklet and the CAS Self-Assessment Guide.

C. Make a creative class presentation, not to exceed twenty minutes, describing the functional area, its goals and objectives, its efforts to utilize student development theory, its current issues, any special obstacles it encounters due to institutional size or type, its funding sources, student and faculty perceptions of the area, the career paths of the director, etc.

 

D. Distribute a written outline to the class that provides an overview of the information listed above and outlines your personal perceptions of this student services function.

 

E. Be prepared to respond to questions from the class and, in some cases, a visiting director who supervises this type of service.

 

Due October 20 (recommended minimum length 8-10 pages).

5.  
6. Student Personnel Issue Paper (The Future): There are a variety of issues that are of importance to practitioners within any student service. Through a review of the literature and/or discussions with professionals in a student service, students in the class are required to identify a specific issue and prepare a paper (8-10 pages +bibliography) that describes the history of the issue, its parameters, and alternative approaches to responding to the issue. In addition, the student will fully describe his/her preferred approach to the issue. Possible topics include campus security and safety, the status of Greek organizations, intercultural relationships, the student affairs response to adult students, the student press, cultism on campus, first year versus mixed residence halls, student debt and defaults on financial aid loans, student athletes, special admissions practices, computer technology in student affairs, diversity, access and quality, etc.

6.  
7. Final Examination: There will be a final examination on December 15.

7. Extra Credit- Annotated Bibliography Cards: Each student has the option of reading and reviewing on a 4 x 6 card at least one journal article or chapter of a book (other than the required texts). The topic of the article should correspond with each week's class topic. These cards are to be submitted at the beginning of each class meeting, and should conform to the format outlined below:

Grades

The internet dialogs, autobiographical paper, the personal reflective paper, the in-depth study of a student service, the student personnel issue paper and the final examination will be given equal weight in assigning a grade. All work must be submitted by the dates indicated in this syllabus.

Class Date	Topic	Assignment Due For Next Class
September 8	Icebreaker: Past, Present & Future, Overview of Course Housekeeping: e-mail addresses	Komives & Edwards, Chapter 1 & 2; Barr & Upcraft, Chapter 1;   Personal Reflective Paper Due
September 15	The Past -Historical Overview I   Submit Personal Reflective Paper Student Personnel Point of View; Services Group Assignment	Komives & Edwards, Chapter 3; Barr & Upcraft, Chapter 1; In Depth Study Area Due /
September 22	Historical Overview II Philosophy - Student Personnel Point of View	Komives & Edwards, Chapter 4; Owens: Section II; In Depth Study Areas Assigned Autobiographical Paper Due
September 29	Historical Overview Presentations #1 Submit Autobiographical Paper	Komives & Edwards: Part 2, Appendix A, B & C, Barr: Chapters 2, 4, 5 & 6

Class Date	Topic	Assignment Due For Next Class
October 6	Professional Standards Ethical & Legal Issues   Historical Overview Presentations #1	Komives & Edwards, Part V Barr & Upcraft, Chapters 7 & 8 *CAS Standards Introduction
October 13	Overview of Programs and Services   Historical Overview   Presentations #2	Komives & Edwards, Chapters. 8, 9 & 10 Barr & Upcraft, Chapter 3
October 20	Organizational Structures Role of Theory   Historical Overview Presentations #3	Komives & Edwards Chapters 11, 12 & 13 * Owens: Sections IV & V I   Submit In Depth Study of Student Service
October 27	Role of Student Development Theory and College Students	Cheatham: Pt. I Komives & Edwards Chapter 26   Service Due

Class Date	Topic	Assignment Due for Next Class
November 3	Current Services #1 Media Influences	Barr & Upcraft, Chapters 9 & 10 Komives & Edwards, Chapter 7 *Cheatham, Epilogue and additional chapters based on support service presentations
November 10	Services #2 Legal Issues	Cheatham, additional chapters based on support service presentations Barr & Upcraft Chapter 11 The Student Learning Imperative (On Reserve)
November 17	Services #3 The Student Learning Imperative	Komives & Edwards Chapter 25 Barr & Upcraft Chapter 12   Student Personnel Issues Paper Due
November 24	Services #4 Technological Issues   Submit Student Personnel Issues Paper	Komives & Edwards Part IV Barr & Upcraft Chapter 13

Class Date	Topic	Assignment Due For Next Class
December 1	Chief Student Affairs Officers Future Directions and Challenges	Barr & Upcraft Chapter 14 * Owens, section VII
December 8	Mini Conference: Putting It All Together
December 15	Final Exam