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Summer 2004 - course #7

Theories of College Student Development

Summer 2004, Course 7
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Course Overview:
Knowledge of the theories and methods of human development and their applications in college settings can assist student affairs professionals to accomplish their goal of educating the "whole student". This three week intensive course will introduce participants to many of the major theories of development that inform student affairs practice. Overviews of theories from three different domains will be provided (psychosocial, cognitive-structural, and social identity). Participants will explore one theory in depth. Applications to practice will guide all discussions.

Course Outline:
Each week of the course will be devoted to one of three major domains of student development theory: psychosocial, cognitive-structural, and social identity. During each section, participants will be introduced to the tenets of theories from a particular domain and how they can be applied in higher education settings. Over the duration of the course, participants will also be asked to focus on one theory in depth, the basics of which they will share with the class.

Learning Outcomes:
Upon completion of this course, active participants will:

  • At the conclusion of this course, students will be able to:
  • Understand three of the major domains of student development theories.
  • Compare and contrast the tenets of various psychosocial theories (e.g., Erikson, Chickering & Reisser, etc.)
  • Compare and contrast the tenets of various cognitive-structural theories (e.g., Perry, Kohlberg & Gilligan, etc.)
  • Compare and contrast the tenets of various social identity theories (e.g., Cross, Cass, etc.)
  • Recognize the impact of cultural background on personal development.
  • Gain an in depth understanding of one theory of development (participant's choice).
  • Explore how these theories may help participants to understand their own development better.
  • Apply student development theory to the situations in which course participants work.
  • Where appropriate, learn about ways to assess the development of students.

Participant Expectations:
Participants should expect to devote about 5 hours during each of the three weeks of the course in order to make a solid contribution to the class. Assignments will include selected readings and discussions. This is a discussion based course that is dependent upon each student being prepared to be open and honest with regard to their views of the material. Active participation in the discussion board will significantly enhance the learning experience and help bring the course material to life.

Individuals registering for CEUs will receive 1.0 CEU upon successful completion of the course.

Instructor Bio:
Daniel Salter, Ph.D. is currently on the faculty at Penn Sate University. Over the past 10 years, he has taught coursework in Student Development Theory, Human Development Across the Lifespan, and Testing and Assessment, at both the graduate and undergraduate levels. Some of his recent research has involved ways to address the chilly academic climate for college women through the use of Jungian psychology. Dr. Salter is on the editorial board of the Journal of College Student Development and has given many conference presentations related to student learning and development.

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