Instructor Information · Group Discussion & Blog Post (15 points) To complement the conversations...

Summer 2020- Syllabus: ELPS 429 Advance Student Dev. in Higher Ed. Darren Pierre, Ph.D. -Instructor

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Loyola University – Chicago (LUC)

School of Education

ELPS 429: Advance Student Development in Higher Education

Summer 2020 Course Syllabus

Instructor Information ______________________________________________________________________________

Darren Pierre, Ph.D. (Pronouns: he/him/his) Email: [email protected]

Clinical Assistant Professor

LUC, Higher Education

• Synchronous Class Gatherings: Mondays 7:00pm – 8:30pm (CDT)

• Continued Conversation (office hours) Thursdays 4:00pm-5:30pm (CDT)

Required Text: ______________________________________________________________________________

Abes, E., Jones, S., & Stewart, D. (2019). Rethinking college student development theory using

critical frameworks (First ed.). Stylus Publishing, LLC.

hooks, bell. (2009). Belonging: A culture of place. New York: Routledge

Readings (Articles) ______________________________________________________________________________

American Council on Education. (1937). The student personnel point of view (American

Council on Education Students, series 1, no. 3)

American Council on Education, Committee on Student Personnel Work. (1949). The

student personnel point of view (Rev ed.: American Council on Education Studies,

series 6, no. 13). Washington, DC: Author

Duran, A., Dahl, L., Stipeck, C., & Mayhew, M. (2020). A Critical quantitative analysis of

students’ sense of belonging: Perspectives on race, generation status, and collegiate

environments. Journal of College Student Development, 61(2), 133-153.

Foste, Z., & Jones, S. (2020). Narrating whiteness: A Qualitative exploration of how white

college students construct and give meaning to their racial location. Journal of College

Student Development, 61(2), 171-188

Jones, S., & Stewart, D. (2016) Evolution of student development theory. In Abes, E.

(Eds.). New directions for student services: No. 154. (pp. 135-165). San Francisco:

Jossey-Bass

Mueller, J. A. (2019). The PTP model: Practice-to-theory-to-practice a 35th anniversary

reintroduction. ACPA-College Student Educators International

Sandahl, C. (2003). Queering the crip or cripping the queer?: Intersections of queer and crip

identities in solo autobiographical performance. GLQ: A Journal of Lesbian and Gay

Studies, 9(1-2), 25-56.

* Readings (articles) can be found on Sakai

mailto:[email protected]


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Recommended Text: ______________________________________________________________________________

American Psychological Association, sponsoring body. (2020). Publication manual of the

American Psychological Association: The official guide to APA style. (Seventh ed.).

American Psychological Association.

Chickering, A., & Reisser, L. (1993). Education and identity (2nd ed.). The Jossey-Bass.

Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder.

Hill Collins, P., & Bilge, S. (2016). Intersectionality (Key concepts (Polity Press)). Polity Press.

**Jones, S., & Abes, E. (2013). Identity development of college students: Advancing frameworks

for multiple dimensions of identity. (Jossey-Bass higher education). Chichester: Wiley.

**Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. (2016). Student development in college:

Theory, research, and practice, 3rd Edition. San Francisco, CA: John Wiley & Sons

McRuer, R. (2006). Crip theory : Cultural signs of queerness and disability (Cultural front

(Series)). New York: New York University Press.

**This text is on-line course reserve for this class

Additional Resources ______________________________________________________________________________

On Sakai, under the “Readings & Additional Resources” tab, you will find a folder labeled

“Additional Resources” this folder is to serve as a resource to complement the required readings

for the course. Within the Considerations folder are subfolders that are broken down by subject

area so you can do a deeper dive into specific content.

Associations/Resources: ______________________________________________________________________________

www.myacpa.org ACPA College Student Educators International

www.naspa.org NASPA Student Affairs Administrators in Higher Education

www.aera.net American Educational Research Association

www.chronicle.com The Chronicle of Higher Education

www.ncore.ou.edu National Conference on Race and Ethnicity

www.ashe.ws Association for the Student of Higher Educatio

http://www.myacpa.org/

http://www.naspa.org/

http://www.aera.net/

http://www.chronicle.com/

http://www.ncore.ou.edu/

http://www.ashe.ws/


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Course Description

______________________________________________________________________________

The Advance Student Development in Higher Education course is intended to provide a broad

overview of some of the critical theoretical perspectives which inform students’ identity

formation in college. Within this course, foundational theories serve as a primer for richer, more

detailed, and nuanced introspection when offered in concert with critical perspectives. In this

course, you are asked to not only engage the concepts for comprehension and application, but

also for the purpose of developing a theoretical framework to inform practice and/or provide

additional considerations to a particular population.

Course Objectives

__________________________________________________________________________

▪ Interrogate emerging trends within college student development

▪ Develop theoretical frameworks to inform future research and practice

▪ Examine current trends and demographic changes within higher

education

▪ Review foundational theories of college student development while

exploring developing considerations

▪ Work collaboratively to further explore concepts introduced in the course

▪ Learning to analyze and critically evaluate arguments, and points of view

▪ Learning to apply knowledge and skills to benefit others or serve the

public good


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Class Gatherings (Synchronous) ______________________________________________________________________________

Our class will meet synchronously on Mondays at 7:00pm (CDT). These class gatherings will be

approximately 90 minutes and will serve as an opportunity for us to discuss as a community the

content of the readings for that particular week. Note, the week of May 25, in observance of

Memorial Day, our synchronous class gathering will take place on Thursday, May 28 at 4:00pm

(CDT) *to access the Class Gatherings, click on the icon on the left-hand side of Sakai.

Continue the Conversation (Office Hours)

______________________________________________________________________________

Each Thursday from 4:00pm-5:30pm (CDT), there will be virtual office hours. This time is an

opportunity to come together to discuss more in-depth the topics related to the course,

complementary literature that will support the development of your theoretical model and will

afford you the opportunity to brainstorm with others your ideas as it relates to your final paper.

Note, the week of May 25 in observance of Memorial Day, there will be no formal office hours –

this week will be by appointment.

*to access the Continue the Conversation, click on the icon on the left-hand side of Sakai

Asynchronous Sessions

______________________________________________________________________

For those who are not able to attend the Class Gatherings. You are asked to add a post to the

Forums section of Sakai. Each Tuesday (except for the week of Memorial Day, which will then

be on Friday) a discussion post prompt will be added to the Forums section for you to respond to

– the Discussion post will be based on the general themes of the Class Gathering from the day

before. To participate, you will need to click on the Forums tab, click on the Discussion Week

and then click “Start New Conversation” toward the top of the page. *Post should be at least 200

words in length. Post should be completed by the end of the day on Sunday of the week related

to the post.

Week-by-Week ______________________________________________________________________________

On Sakai, you will find a tab labeled “Week-by-Week. This tab was developed to serve as a

support resource as you move through the course. Each week, there you will find video clips and

(or) reminders of upcoming assignments due that week. In addition, the Week-by- Week tab

includes the members of your small group for that particular week’s discussion/VoiceThread

review. Be sure note your discussion groups well in advance so you can coordinate schedules to

connect. You are asked to check the Week-by-Week tab weekly to see what resources are there

to support/complement your learning.


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Further Considerations & Additional Resources ______________________________________________________________________________

You will find on the syllabus, on certain weeks, readings that are labeled “Further

Consideration” these readings can be found on Sakai – either on the week connected to the tab or

under “Additional Resources”. Note, these readings are optional and are recommended only to

complement the conversation. The Additional Resources folder is divided into subfolders by

topic area – some of the resources you may have familiarity with, others may be new – the

articles included there are to support you as you develop your theoretical model for practice or

affinity group.

Class Schedule ______________________________________________________________________________

_________________

Date Class Readings Assignment (Week One) Belonging:

(A third wave

perspective)

hooks (2009)

SPPV ’37 & 49

Abes &Jones (2013)

Chapter 2

Jones & Stewart (2016)

Review the Sakai page for

the course.

(Week Two) In observance of

Memorial Day Week 2 –

The schedule will be

different: Class Gathering

will be on Thursday at

4:00pm-5:30pm

Continue the

Conversation/Office

hours will be by

appointment

Abes, Jones & Stewart

(Preface, Ch. 1, 2, 4 &

12)

Foste & Jones (2020)

Mueller (2019)

Further Consideration

Reason & Kimball

(2012)

• Reflection Paper Due

on Thursday, May 28

at 11:30pm (CDT)

*in your reflection, be sure

to include 2-3 questions to

guide your discussion

group conversation during

Week 3

(Week Three) Abes, Jones & Stewart

(Ch. 3, 9, & 10)

Duran, Dahl, Stipeck &

Mayhew (2020)


Crenshaw (1989)

Abes, Jones &

McEwen (2007)

• Group Discussion

(Week Four) Abes, Jones & Stewart

(Ch. 5-8)

Sandahl (2003)


McRuer, 2006 -Ch. 3

• Discussion blog post

due by Thursday, June

11 at 11:30pm (CDT)


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(Week Five) Abes Jones & Stewart

(Ch 11, 13 -15)

Abes & Jones (2013)

Chapter 10 *This chapter is in the

Identity Development of

College Students e-text

book


Abes (2009)

(Week Six) Abes, Jones & Stewart

(16-18)


Abes & Jones (2013)

Chapter 9

• VoiceThread

Presentation due by

Thursday, June 25 at

11:30pm – you are

encouraged to email a

link to your

VoiceThread to

members of your

group

• Final is due by Sunday

June 28th by 11:30pm

(CDT)

• Feedback on

VoiceThreads are due

by Sunday June 28


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Assignments: ______________________________________________________________________________

Reflection Paper (15 points)

In your reflection paper, you are asked to ruminate on the readings up to that point in the course. What new insights are you gaining? What initial considerations are you developing for your theoretical framework? How could you continue to infuse a critical perspective in your work/research. Be sure to include 2-3 questions at the end of your reflection – these questions will be used to support your group discussion during Week 3. Reflection papers should be 2-3 pages in length.

Group Discussion & Blog Post (15 points)

To complement the conversations that you have in your discussion groups, you are asked to write a blog reflecting on the main points of the conversation and any new insights you gained from the discussion. Blog posts are less formal in tone than scholarly or academic writing. Therefore, you do not need to fully adhere to APA format. Additionally, you should use APA guidelines for any in-text citations or direct quotes that you use within your blog. If you are using a source within your blog, please include the full APA citation at the bottom of your blog posting for that week. You are not required to make your blog public. However, you are welcome to share certain entries or the entire blog with your classmates if you choose to do so. Blog posts should be no longer than 750 words. *Go to Week 3 of the Week-by-Week tab on Sakai to see who is part of your discussion group.

Final Paper (35 Points)

How do you effectively apply theory to practice? Using the literature discussed in class, you are

asked to write a 7-10 page paper about how you effectively apply theory to practice. This paper

should outline practical interventions that you would apply to your work based heavily on the

readings that have been introduced throughout the course. The paper should include a visual

model of your theoretical framework (use part of your paper to explain the model, its main

components – and again, how you see it in practice or support interventions for an affinity

group).

VoiceThread Presentation (15 points)

You will develop a VoiceThread presentation explaining the theoretical model you have

developed. This VoiceThread should include the visual of your odel, how theory informed its

development, and how you see your model impacting practice or support a particular affinity

group (population). Members of our community will review your model and offer feedback.

*Go to Week 6 of the Week-by-Week tab on Sakai to see who is part of your VoiceThread review group. Note, this presentation should be no longer than 10 minutes

*all assignments are due on Sakai by 11:30pm of the date they are assigned. Assignments should be uploaded on Sakai as either a MS Word

document, or a PDF


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Class Participation (20 points)

The diverse perspective that each person adds to this experience is critical for the course’s

success. With that being said, you are asked to share in class, trouble the readings/theories

presented, and engage your peers in critical inquiry. *For those who are not able to participate in

synchronous sessions, each week you will be asked to respond to the prompts that are offered

within the Forums tab on Sakai.

Grading ______________________________________________________________________________

Final grades will be determined by totaling the points received on each of the assignments above

(100-94= A, 93.9-90 =A-, 89.9-86=B+, 85.9-83=B, 82-80=B-, 79.9-77=C+, 76-74.9=C, 73-70=C-,

69.9-65=D+, 64.9-61=D, 60.9-58=D-, 57.9>=F).

Reflection Paper 15%

Group Discussion/Blog Post 15%

VoiceThread Presentation 15%

Class Participation 20%

Final Paper 35%


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Accessibility

Students who have disabilities which they believe entitle them to accommodations under the

Americans with Disabilities Act should register with the Services for Students with Disabilities

(SSWD) office. To request accommodations, students must schedule an appointment with an

SSWD coordinator. Students should contact SSWD at least four weeks before their first semester

or term at Loyola. Returning students should schedule an appointment within the first two weeks

of the semester or term. The University policy on accommodations and participation in courses is

available at the http://luc.edu/sswd/index.shtml

Conceptual Framework:

Our Conceptual Framework —Social Action through education is exemplified within the context

of this course. This course pays special attention to the role diversity and social justice play in

the context of identity development amongst college students

• Diversity. This course will examine the communities that have been part of student

development identity development, and those identities limited in regards to representation

in the conversation. Within the course, students are asked to respect the diverse views,

experiences, and backgrounds held by their peers.

• Social Justice. As educators, students are invited to see the role they play in agitating

environments to be just in the representation of all individuals, to advocate for equity in the

communities they serve, and to see the ways in which systems of power and privilege have

historically served as voices within the discussion and development of leadership education

and development.

Electronic Communication Policies and Guidelines The School of Education faculty, students and staff respect each other’s rights, privacy and

access to electronic resources, services, and communications while in the pursuit of academic

and professional growth, networking and research. All members of the university community are

expected to demonstrate the highest standards of integrity, communication, and responsibility

while accessing and utilizing technology, information resources, and computing facilities.

Here is a link to access the School of Education Policy on Cyberbulling: http://luc.edu/media/lucedu/education/pdfs/SOE_Cyberbullying_Policy.pdf Here is a link to access the School of Education Netiquette Guidelines: http://luc.edu/media/lucedu/education/pdfs/SOE_Netiquette_Guidelines.pdf Here is a link to access Information Techology Services Policies and Guidelines: http://luc.edu/its/itspoliciesguidelines/index.shtml

EthicsLine Reporting Hotline

Loyola University Chicago has implemented EthicsLine Reporting Hotline, through a third party internet & telephone hotline provider, to provide you with an automated and anonymous way to report activities that may involve misconduct or violations of Loyola University policy. You may file an anonymous report on-line or by dialing 855-603-6988. (within the United States, Guam, and Puerto Rico) The University is committed to the highest ethical and professional standards of conduct as an integral part of its mission of expanding knowledge in the service of humanity through learning, justice and faith. To achieve this goal, the University relies on each community

http://luc.edu/sswd/index.shtml

http://luc.edu/media/lucedu/education/pdfs/SOE_Cyberbullying_Policy.pdf

http://luc.edu/media/lucedu/education/pdfs/SOE_Netiquette_Guidelines.pdf

http://luc.edu/its/itspoliciesguidelines/index.shtml

https://secure.ethicspoint.com/domain/media/en/gui/34712/index.html


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member's ethical behavior, honesty, integrity and good judgment. Each community member should demonstrate respect for the rights of others. For More information, visit: https://secure.ethicspoint.com/domain/media/en/gui/34712/index.html

Diversity & Inclusion

This course’s content and design are intended to celebrate the aims of diversity inclusion.

Conversations on difference based on social identity, or viewpoint are illuminated to further

ideals rooted in a more socially just society. You are asked to respect the identities and

viewpoints you hold, and offer that same level of respect to others while in this class. When

these intentions are not met, you are asked to share those, so as a community we can address

concerns.

Center for Student Access and Assistance (CSAA)

Should you encounter an unexpected crisis during the semester (e.g., securing food or housing,

addressing mental health concerns, managing a financial crisis, and/or dealing with a family

emergency, etc.), I strongly encourage you to contact the Office of the Dean of Students by

submitting a CARE Referral for yourself or a peer in need of support: www.LUC.edu/csaa. If

you are uncomfortable doing so on your own, please know that I can submit a referral on your

behalf.

This link directs students to statements on essential policies regarding academic honesty,

accessibility, ethics line reporting and electronic communication policies and guidelines. We ask

that you read each policy carefully.

This link will also bring you to the full text of our conceptual framework that guides the work of

the School of Education – Social Action through Education.

Smart Evaluation

Towards the end of the course, students will receive an email from the Office of Institutional Effectiveness reminding them to provide feedback on the course. They will receive consistent reminders throughout the period when the evaluation is open, and the reminders will stop once they have completed the evaluation.

• The evaluation is completely anonymous. When the results are released, instructors and departments will not be able to tell which student provided the individual feedback.

• Because it is anonymous and the results are not released to faculty or departments until after grades have been submitted, the feedback will not impact a student’s grade.

https://secure.ethicspoint.com/domain/media/en/gui/34712/index.html

http://www.luc.edu/csaa


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Syllabus Statement In this class software will be used to record live class discussions. As a student in this class, your

participation in live class discussions will be recorded. These recordings will be made available

only to students enrolled in the class, to assist those who cannot attend the live session or to

serve as a resource for those who would like to review content that was presented. All recordings

will become unavailable to students in the class when the Sakai course is unpublished (i.e.

shortly after the course ends, per the Sakai administrative schedule). Students who prefer to

participate via audio only will be allowed to disable their video camera so only audio will be

captured. Please discuss this option with your instructor.

The use of all video recordings will be in keeping with the University Privacy Statement shown

below:

Privacy Statement Assuring privacy among faculty and students engaged in online and face-to-face instructional

activities helps promote open and robust conversations and mitigates concerns that comments

made within the context of the class will be shared beyond the classroom. As such, recordings of

instructional activities occurring in online or face-to-face classes may be used solely for internal

class purposes by the faculty member and students registered for the course, and only during the

period in which the course is offered. Students will be informed of such recordings by a

statement in the syllabus for the course in which they will be recorded. Instructors who wish to

make subsequent use of recordings that include student activity may do so only with informed

written consent of the students involved or if all student activity is removed from the recording.

Recordings including student activity that have been initiated by the instructor may be retained

by the instructor only for individual use.

Copyright Copyright law was designed to give rights to the creators of written work, artistic work,

computer programs, and other creative materials. The Copyright Act requires that people who

use or make reference to the work of others must follow a set of guidelines designed to protect

authors’ rights. The complexities of copyright law in no way excuse users from following these

rules. The safest practice is to remember (1) to refrain from distributing works used in class

(whether distributed by the professor or used for research); they are likely copyright protected

and (2) that any research or creative work should be cited according to [please insert standards

appropriate to your discipline, e.g., MLA guidelines]. Read more about LUC’s copyright

resources online.

Intellectual Property All lectures, notes, PowerPoints and other instructional materials in this course are the

intellectual property of the professor. As a result, they may not be distributed or shared in any

manner, either on paper or virtually without my written permission. Lectures may not be

recorded without my written consent; when consent is given, those recordings may be used for

review only and may not be distributed. Recognizing that your work, too, is your intellectual

property, I will not share or distribute your work in any form without your written permission.

https://www.luc.edu/its/itrs/sakai/administrativeschedule/

https://www.luc.edu/copyright/

https://www.luc.edu/copyright/


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Statement of Intent By remaining in this course, students are agreeing to accept this syllabus as a contract and to

abide by the guidelines outlined in the document. Students will be consulted should there be a

necessary change to the syllabus.

Professional Dispositions

Loyola University of Chicago

Higher Education Program The School of Education (SOE) prepares professionals and in so doing wants to ensure that students exhibit professionalism , pursue inquiry , and enact social justice prior to graduating. All students in SOE are assessed based on a Professional Disposition Rubric in each of their classes.

Target Acceptable Unacceptable

Professionalism Student demonstrates

exceptional ability to work

well with others, lead

educational initiatives, and

show leadership qualities

in professional settings

Student demonstrates an

ability to work well with

others in a professional

setting through exhibiting

behaviors such as

punctuality, meeting

deadlines, and being open

and responsive to feedback

Student fails to

demonstrate professional

behavior in the academic

or work setting

Student meets all deadlines

Student attends class and is

punctual for all professional

obligations

Student communicates

promptly with faculty,

supervisors, employers, and

peers (no longer than 2

business days)

Student is able to express

himself or herself

appropriately (verbally and

in writing) with faculty,

supervisors, employers, and

peers

Student is able to work

effectively with peers on

assignments

Student demonstrates

ethical behavior in all

professional and graduate

student work

Student adequately

addresses feedback

provided on coursework

(e.g., grammar, APA style,

content)

Student accurately cites

material in academic work

ascribing appropriate credit

for information conveyed

Social Justice Student demonstrates

exceptional ability to

understand the situations

of others and responds in

Student demonstrates

ability to understand the

situations of others and

responds in an appropriate,

proactive manner

Student fails to consider

the situation of others in

making professional

decisions and acts

inequitably


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an appropriate, proactive

manner

Student is considerate

(verbally and nonverbally)

of appropriately expressed

feelings and opinions of

others

Student exhibits active

listening skills

Student is able to accept

constructive feedback

Inquiry Student exhibits exemplary

understanding and practice

reflecting the belief that all

students, regardless of

contextual influences, are

capable of learning

Student believes and

demonstrates in practice

that all students, regardless

of contextual influences,

are capable of learning

Student fails to understand

and/ or demonstrate in

practice that all students,

regardless of contextual

influences, are capable of

learning

Student is sensitive to

cultural differences

Student respects the

diversity of learning styles

Student uses the framework

of social justice in decision

making

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