Georgia Southern University

College of Education
Department of Leadership, Technology, and
Human Development
Spring 2015
Course Prefix/Number:
COUN 7132
Course Title: Contemporary College Students
________________________________________________________________________
Catalog Description: (3 semester hours)
This course examines trends and changes in the characteristics of college students and
institutions they attend (cohort changes), research issues related to college impact
(student change), and emerging theories and methodologies that address the
consequences of attending college. It is intended to provide a broad introduction to
research on students in a broad range of developmental and sociological areas.
Prerequisites: None
Instructor Name: Fayth M. Parks, Ph.D.
Office Location: Room 2109, College of Education
Telephone Number: (912) 478-5738
Email: Course related messages use Folio online course email
Office Hours: Monday & Tuesday 2:00-4:00 PM
Course Content Outline:
1. Results of outcome research across multiple dimensions of student development
and institution characteristics
2. Overview of developmental and related theories: psychosocial, cognitivestructural development, person-environment, and topological
3. Changing needs and other issues associated with both traditional and nontraditional students
4. The differing purposes and environments associated with post secondary
institutions
5. Implications for the practice of student affairs.

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Course Objectives:
1. Students will engage in a thorough examination of college students from a
historical, social, and psychological perspective to aid in determining the effect of
college on the individual in comparison to the maturation process.
2. Students will know the basic tenets of theories of human development from age
17 through adulthood with an emphasis on developmental differences based on
gender and ethnicity.
3. Students will know the dynamics of basic environmental dimensions associated
with various campus micro and macro environments.
4. Students will become familiar with the multicultural environment and
environment assessment issues at colleges and universities.
5. Students will learn methods of needs analysis that are applicable to college
student populations.
6. Students will be emerging practitioners who can implement strategies based on
theory.
Relationship to COEs Conceptual Framework: A basic task of student affairs
professionals is to enhance the climate in post secondary institutions such that learning
and development can occur in ways that are compatible with the individual and the
diversity that exists. This basic task is accomplished through providing essential services
to students as well as opportunities that enhance student development. The theme for the
conceptual framework in the College of Education at GSU is reflective educators for
diverse learners; the goals of the course are consistent with this theme.
Relationship to Board of Regents Principle #4: Graduate students who are or will be
employed in post secondary settings can use data regarding student performance to guide
the students, parents, others within and outside of their institution as they collaboratively
work to create and maintain environments that are conducive to learning.
TEP Standards/CAS Standards/CACREP Standards: This program does not lead to
teacher certification. However, this course is consistent with national standards for
preparation programs for entry-level positions in student affairs and meets the Council for
the Advancement of Standards in Higher Education (CAS) and Counseling and Related
Educational Programs (CACREP) Specialty Standards for Student Affairs.
Academic Integrity Expectations: Students are expected to abide by the GSU Student
Conduct Code and Regulations regarding academic integrity. Academic misconduct such
as cheating and plagiarism will be reported to the Office of Judicial Affairs and
appropriate penalties imposed that could affect course grade. See Student Conduct Code,
Section III
Disability Accommodations: If a student has a documented and declared disability,
reasonable accommodations will be provided if requested by the student according to the
recommendations of the GSU Student Disability Resource Center at 478-1566.
Student Notification Policy: All Georgia Southern students are provided with an e-mail
address within 24 hours of student registration. On-campus undergraduate students are
also provided and a Post Office Box. E-mail addresses and Post Office Boxes are the
official means of communications between the University and the student. It is the
students responsibility to check his or her e-mail each school day and his or her Post
Office Box at least once a week for administrative messages. There is no justifiable

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excuse for failure to respond to a University communication or failure to act on a
University communication in a timely manner.
Attendance Policy: Students are expected to attend class regularly. Because some of the
content for the course may include presentations by Student Affairs professionals,
attendance is important.
Program Objectives Addressed in the Course:
Graduates of the program will:
1. Understand the developmental nature and needs of individuals who attend
institutions of higher education.
2. Understand the issues and tends in a multicultural and diverse society.
Required Course Activities:
1. Attendance at class lectures, audio-visual presentations, guest speakers
2. Examinations, papers and/or projects
3. Class activities and discussions
4. Readings from required text and assigned readings
Student Performance Requirements:
1. Completion of quizzes, assignments and/or discussions/projects when due*
2. Presentations on human development and/or environment interaction theory
3. Completing of reading assignments
4. Class attendance and active participation in class discussions and activities
Specific Activities and Evaluation:
Note: Twenty points will be deducted on assignments submitted after due date. Zero points for
late submitted quizzes. No make up on missed quizzes. Assignments will not be accepted if
submitted to the instructors office email. No exceptions.

Weekly Quizzes: Zero points for late submitted quizzes. No make up on missed quizzes.
(5 pts. each=50 pts.)
Discussions: Participation in 10 discussion activities 50pts. (5 pts. each)
M2 Assignment 1: Select a student development theory then use it to identify stages of
your own development during your college years. For example, using a timeline from
your first year experience to graduation reflect on and write about experiences you judge
to have contributed to your developmental stages as a college student. Your reflection
should include positive and negative experiences and/or opportunities you missed that
could have been beneficial (4 pages max). 50 pts. **Use reflective questions located at
assignment instructions in FOLIO to help guide your reflection**
M3 Group Project: Prepare a 10-12 minute presentation on characteristics of or issues
facing a college subpopulation.
*Example: an ethnic group, gay/lesbian/bisexual/transgender, gifted, under-prepared
students, athletes, military, international students, adult learners, Millennial Generation,
etc.

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*Use instructions on how to create a power point presentation in FOLIO located in
Course Start module. Submit group project at assignment Drop box on due date.
Also see instructions on how to use Google Hangout for your online group meetings to
create your presentation. Google Hangout instructions are also located in Course Start
module. 100 pts.
M4 Campus Observations: Using your knowledge from student development theories
and your perceptions of and experiences with college students. Select a location on
campus and observe student activities and interactions. Record your observations then
select concepts from theories to discuss how you observe they apply. (3-5 pages) 100 pts.
M11 Final Assessment: Prepare a 5-8 page paper on how student affairs practitioners in
multicultural college environments can promote the developmental changes associated
with the impact of college. First, describe institutional characteristics (e.g., enrollment,
location, public or private, etc) then choose 2 student affairs functional areas to discuss
how student affairs practitioners can promote the changes associated with college
attendance. 100 pts
Assessment Rubric located on Content page-under additional resources
Definition: Multicultural environments include diverse ethnicities, social and economic
status, gender, sexual orientation, international populations, etc.
Total points final grading: 450-400=A; 399-349=B; 348-298=C
*All papers required to be written using American Psychological Association (APA)
Style Manual 6th edition *Contact University Writing Center for assistance call 478-1413
Instructional Strategies Used in the Course:
Lecture notes and discussions on the internet and/or power point presentations as well as
online class meetings.
Required Student Readings:
TEXT:
Pascarella, E. T. & Terenzini, P. (2005). How college affects students. San Francisco,
CA: Jossey-Bass.
Kadison, R.& DiGeronimo (2004). College of the overwhelmed: The campus mental
health crisis and what to do about it. San Francisco, CA: Jossey-Bass.
Recommended:
Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2010). Student
Development in College: Theory, Research, and Practice (2nd edition). San
Francisco: Jossey-Bass.
Suggested Resource:
Schuh, J.H., Jones, S.R., Harper, S.R. and Associates (2011) Student Services: A
Handbook for the Profession (5th edition). San Francisco: Jossey-Bass.

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Tentative class schedule: Also review Course Schedule
1/12-1/14
Post Your Introduction for Attendance Verification
Week 1.
1/12

Course Overview
Pascarella & Terenzini Ch. 1

Week 2.
1/26

Overview of College Student Change Models & Developmental Theories

Pascarella & Terenzini Ch. 2
Mental health-Kadison & DiGeronimo Ch 1

Week 3.
2/2

Pascarella & Terenzini Ch. 3

Development of Verbal, Quantitative, and Subject Matter Competence
Mental health-Kadison & DiGeronimo Ch 2

Week 4.
2/9

Pascarella & Terenzini Ch. 4

Cognitive Skills and Intellectual Growth
*Online Class Meeting 7:00-8:00 pm

Week 5.
2/16

Pascarella & Terenzini Ch 5

Psychosocial Changes
Mental health-Kadison & DiGeronimo Ch 3
DUE: M2 Student Development Self-reflection

Week 6.
2/23

Pascarella & Terenzini Ch. 6

Attitudes and Values
Mental health-Kadison & DiGeronimo Ch 4

Week 7.
3/2

Pascarella & Terenzini Ch. 7

Moral Development
Mental health-Kadison & DiGeronimo Ch 5

Week 8.
3/9

Pascarella & Terenzini Ch. 8

Educational Attainment & Persistence

3/16 -3/20

Spring Break

Week 9.
3/23

Pascarella & Terenzini Ch. 9

Career & Economic Impact
DUE: M4 Observation

Week 10.
3/30

Pascarella & Terenzini Ch.10

Quality of Life

Week 11.
4/6

Pascarella & Terenzini Ch. 11

College Effects Summary

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Week 12.
4/13

Pascarella & Terenzini Ch 12

College Effects Summary

Week 13.
4/20

Mental health-Kadison & DiGeronimo Ch 6

College Students Speak: A Survey Report on Mental Health
Dealing with Unstable Students
DUE: M3 Group Project

Week 14.
4/27

Mental health-Kadison & DiGeronimo Ch 7

Week 15
5/4

M11 Final Assessment

Recommended and Suggested Sources

SUGGESTED classics:
Astin, A. W. (1992). What matters in college? San Francisco: Jossey Bass.
Astin, A. W. (1977). Four critical years. San Francisco: Jossey Bass.
Astin, A. W. (1968). The college environment. Washington, DC: American Council on
Education.
Baruch, G., Barnett, R., & Rivers, C. (1983). Lifeprints. New York: Signet (classic)
Farrell, M. P. & Rosenberg, S. D. (1981). Men at midlife. Dover, MA: Auburn House.
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Taruk, J. M. (1986). Womens
ways of knowing: The development of self, voice, and mind. New York: Basic
Books.
Boyer, E. L. (1987). College: The undergraduate experience in America. New York:
Harper & Row.
Chickering, A. W. and Reisser, L. (1993). Education and identity (2nd ed.). San
Francisco: Jossey-Bass.
Cross, K. P. (1971). Beyond the open door: New students to higher education. San
Francisco: Jossey-Bass.
Cross, K. P. (1981). Adults as learners. San Francisco: Jossey-Bass.
Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.
Feldman, K. A. and Newcomb, T. M. (1969). The Impact on college of students. San
Francisco: Jossey-Bass

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Fleming, J. (1984). Blacks in college. San Francisco: Jossey-Bass.
Gilligan, C. (1982). In a different voice: Psychological theory and womens
development. Cambridge, MA: Harvard University Press.
Gilligan, C. (1982). New maps of development: New visions of maturity. American
Journal of Orthopsychiatry, 52, 199-212.
Kohlberg, L. (1984). Essays on moral development. (Vol. II). The psychology of moral
development: The nature and validity of moral stages. New York: Harper &
Row.
Kuh, G.D., Schuh, J., Whitt, E. J., & Associates. (1991). Involving colleges. San
Francisco: Jossey-Bass.
Langland, E. and Gove, W. (1983). A feminist perspective in the academy: The
difference it makes. Chicago: University of Chicago Press.
Levinson, D. J. (1978). The seasons of a mans life. New York: Knopf.
Magolda, M.B. (1992). Knowing and reasoning in college. San Francisco: Jossey-Bass.
Morrill, W., Hurst, J., & Oetting E. (1980). Dimensions of intervention for student
development. New York: John Wiley & Sons.
Ogbu, J. U. (1993). Differences in cultural frame of reference. International Journal of
Behavioral Development, 10 (3), 483-506.
Ogbu, J. U. (1994). Understanding cultural diversity and learning. Journal for the
Education of the Gifted, 17(4), 355-383
Perry, W.G., Jr. (1970). Forms of intellectual and ethical development in the college
years. New York: Holt, Rinehart & Winston.
Selected Internet Resources
National Association of Student Personnel Administrators (NASPA) www.naspa.org
American College Personnel Association (ACPA) www.myacpa.org
StudentAffairs.com www.studentaffairs.com
Georgia College Personnel Association (GCPA) www.mygcpa.org
American College Health Association (ACHP) www.acha.org
American Counseling Association (ACA) www.counseling.org