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Instructor Class Description

Time Schedule:

Ellen Weiss Phelps
EDLPS 586
Seattle Campus

Seminar in the Administration of Colleges and Universities

Study of the internal administration and organization of four-year colleges and universities with emphases on practice and theory. Instruction largely by the case or problem method.

Class description

In this course we will explore theories of college student development, their linkages with research, and how both inform our practice as professionals in higher education. We will examine theories that focus on college impact and student outcomes as well as those that concentrate on cognitive, psychosocial, and moral development. We will carefully reflect upon those theories that emphasize establishing identity. We will also consider typology theories, which look at the fit between the characteristics of the student and the institutional environment.

Student learning goals

To gain a deeper understanding of major student development theories and emerging writings.

To become better informed and more critical consumers of theory and research claims.

To become aware of and appraise our own personal theories of student growth and development.

To observe how theory informs practice in real settings.

General method of instruction

seminar

Recommended preparation

graduate status or permission of instructor

Class assignments and grading

There will be two short written assignments: an annotated bibliography and a reflective paper. There will also be two seminar reports: one in which students will work in groups to identify theories that best explain the experience of a student sub-population to be chosen by their group, and one in which students will work individually to evaluate an office or service within the student affairs function and infer how theory informs the practices within that office or service.

Your grade in this course will be based upon the following: 1. Your prepared participation in class discussions (20%) 2. Your written critical review of articles (20%) 3. Your identity theory seminar report (20%) 4. Your student affairs analysis seminar report (20%) 5. Your performance on the reflective culminative exercise (20%)


The information above is intended to be helpful in choosing courses. Because the instructor may further develop his/her plans for this course, its characteristics are subject to change without notice. In most cases, the official course syllabus will be distributed on the first day of class.
Last Update by Ellen Weiss Phelps
Date: 12/17/2009