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EAD 874: Introduction to Student Affairs

Michigan State University
Erickson Hall 130
Fall 2015

Instructor: Dr. Ginny M. Jones





Email: gmjones@msu.edu
Office Phone: 517.432.4858





gchat: ginnyjonesphd
Office: 411 Erickson Hall





Twitter: @dr_ginnyjones
Office Hours: Tuesdays 4-5 p.m., by appointment, or via gchat anytime I am showing available
online


Course Description
As an introductory course, this experience serves as a foundation from which to start your lifelong
learning about the profession and yourself as a student affairs educator.

Student affairs educators are employed in a wide range of institutional types and functional areas.
To function effectively in these settings, student affairs educators must understand the purposes of
higher education and the role of student affairs personnel in facilitating learning and development
among students. Knowledge and appreciation of the history, philosophy, and theoretical
underpinnings of the field, as well as current and emerging issues facing higher education are key to
working as an educator in student affairs. This course is designed to introduce you to the student
affairs profession.

Course Objectives
By the end of this course, you should have increased knowledge, awareness, and skills allowing you
to:
discuss the range of functional areas under the broad umbrella of student affairs and identify
areas of particular interest to explore
identify the multiple roles played by the student affairs educator and the contributions of
student affairs to student learning and other goals of higher education
understand the relationships between student affairs and other areas of the institution
trace the emergence and development of the student affairs profession and the major
philosophies that guide practice
describe the theories and frameworks on which student affairs practice is based
describe the nature of student affairs professional standards and competencies and
articulate a professional development plan for advancing personal competency levels
participate in professional dialogues on contemporary issues in the student affairs field; and
write concisely, coherently, and analytically, using APA style guidelines


Required Readings
Blimling, G., Whitt, E., & Associates. (1999). Good practice in student affairs: Principles to foster
student learning. San Francisco, CA: Jossey-Bass.
Magolda, P. M. & Baxter Magolda, M. B. (Eds.) (2011). Contested issues in student affairs: Diverse
perspectives and respectful dialogue. Sterling, VA: Stylus.

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Publication Manual of the American Psychological Association (6th ed.). (2009). Washington, DC:
American Psychological Association. [known generally as the APA manual, this style guide
will be used in nearly every EAD course you take]
Additional readings will be provided via D2L

Course Setup

The planning of the course up until day one has been aimed at creating a learning community where
everyone can safely explore ideas. As the instructor, I will strive to facilitate an inclusive learning
environment, and I expect you to assist me in supporting a constructive and democratic learning
community. I expect free discourse of ideas and open exchange. These are necessary tools for
learning. You may find some of the class readings and discussions challenge your views and
theoretical frameworks. Allow yourself to be open to difference and willing to interpret issues from
frameworks different than your own. The goal here is not to shy away from challenging ideas and
issues but to attain civil discourse. We can be both critical of issues, ideas, and frameworks and
respectful of one another in the process. As a learning community, we each have an obligation to
foster a climate of respect, collegiality, inclusion, and conversation. During the first day of class we
will talk more about and co-construct learning community expectations.

Accommodation
Michigan State University is committed to providing equal opportunity for participation in all
programs, services and activities. Requests for accommodations by persons with disabilities may be
made by contacting the Resource Center for Persons with Disabilities at 517-884-RCPD or on the
web at rcpd.msu.edu. Once your eligibility for an accommodation has been determined, you will be
issued a verified individual services accommodation (VISA) form. Please present this form to me
at the start of the term and/or two weeks prior to the accommodation date.

Emergency Situations
In the event of an emergency arising within our class, I will notify you of what actions may be
required to ensure your safety. Understanding the evacuation, shelter-in-place, and secure-in-
place guidelines posted in each facility is each students responsibility. If an evacuation is ordered,
please ensure that you do it in a safe manner and facilitate those around you who may not
otherwise be able to safely leave. When these orders are given, you do have the right as a member
of this community to follow that order. Also, if a shelter-in-place or secure-in-place is ordered,
please seek areas of refuge that are safe depending on the emergency encountered.


Assignments & Evaluation
All assignments are due by 12:30 p.m. (10 minutes before class)
Assignment (Due Date)
Max. Points
PDAP Part I (9/8)
10
PDAP Part II (11/17)
25
Partnered Issue Blog (Individual times)
20
Functional Area Report (FAR) and Presentation (12/1)
20
Storify an Issue (12/16)
15
Participation & Engagement
10
TOTAL
100
Final Weights: 4.0 = 100-94 | 3.5 = 93-85 | 3.0 = 84-80 | 2.5 = 79-75 | 2.0 = 74-70

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Brief Overview of Assignments
Below you will find a brief overview of the assignments due in this class. Detailed descriptions for
each assignment are available via D2L under Assignment Descriptions.

Professional development assessment and plan (PDAP). To set personal goals for
professional development requires an enlightened awareness of one's strengths and areas
requiring more knowledge relative to the profession. One must continually evaluate oneself and
explore interests, abilities, and values to determine how these relate to personal and professional
objectives. The PDAP calls upon you to (a) identify your professional goals, (b) assess your current
level of professional competence as a student affairs educator, (c) formulate a professional
development plan for advancing your career, and (d) articulate a personal philosophy of student
affairs. More information can be found on both parts of this assignment in the Assignment
Descriptions section of our D2L course site.

Partnered issue blog. The purpose of this assignment is to introduce you to the many
issues student affairs educators are exposed to on a college campus. Also, student affairs educators
often be able to articulatethrough presentation or writingissues that impact: (a) proposals for
new programs (b) justification of existing programs; and/or (c) complex issues facing their units.
Faculty, students, senior level administrators, or trustees are often the audience for
discussions/information around these issues with little to no knowledge of student affairs work.
Thus, the ability to present arguments clearly, concisely, and persuasively (with appropriate
documentation) is extremely important. The first step to writing a successful issue blog involves
you and your partner(s) choosing a controversial issue. Be certain a reasonable argument
supporting and opposing a position on the issue can be made. You should be able to pose a question
to which one could reasonably argue yes or no. You and your partner with author a blog presenting
both sides. You are encouraged to be creative in how you present this debate. We will talk about
strategies more in class. Also, more information can be found in the Assignment Descriptions section
of our D2L course site.

Functional area report and presentation. The purpose of the Functional Area Report is to
learn about different functional areas frequently associated with student affairs. Also, to make
effective referrals, to establish collaborative efforts, and to have a comprehensive understanding of
the campus environment, a student affairs educator must be familiar with as many areas of
academic and student affairs as possible. Because every campus is different, meeting and
interviewing academic administrators, faculty, and student affairs workers in their work settings
provides an opportunity to compare the actual campus operation with what is presented on paper.
In addition, student affairs staff must also have well-developed interviewing and observation skills
to obtain accurate information and assess needs for programs and services. Since few efforts in
student affairs are ever conducted by a single person, many student affairs professionals spend a lot
of time working in groups. The FAR is an opportunity to further develop your ability to work with
colleagues on a substantive task and develop your analytic, observational, and inference skills.
More information can be found in the Assignment Descriptions section of our D2L course site.

Storify and Issue. Much like the issue partnered blog, the purpose of this assignment is to
introduce you to issues student affairs educators are exposed to on a college campus. You will use
Storify (https://storify.com/) to create a story board using social media and/or online information.
On your storify board, you will curate news, social media, blogs, and/or any other relevant online

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information source related to the issue you have chosen to explore. You should work on this
throughout the semester pulling in relevant information when it crops up and is relevant to your
focus on that issue. More information can be found in the Assignment Descriptions section of our
D2L course site.


Assignment Policies

Submitting assignments. All graded, written assignments will be turned in electronically
through the Desire to Learn (D2L) website, using the dropbox function unless otherwise stated.

When submitting assignments, make sure you:
save your work in a .doc, .docx, or .rtf. file. Do not submit PDFsit is too difficult to provide
feedback within text.
save your file using your last name and first name and the assignment title (this can be
abbreviated). Example: <jonesginny_PDAP I>. Improperly named files will result in a 5%
deduction from the final grade of each assignment submitted incorrectly.

Late submission policy. You have a six-hour grace period for turning in assignments. All work
submitted after the grace period will result in a 5% deduction per 24-hours of the final grade for
each assignment. I will not negotiate about this, so please plan accordingly.

Grading policy. I will determine individual grades by assessing your performance on
assignments, as well as your participation and engagement in the course. During the processes
used throughout the course, you should expect to receive feedback from peers and me about your
performance. Feedback will focus on what you have done well and will raise questions for you to
consider in relation to your performance. You can expect feedback from me within a week and half
of assignment submission, though feedback may be available sooner.

A note on APA (6th ed.) style. APA style is the structural convention used for written
assignments in this class. I will be relatively strict about your use of APA style and will not
negotiate on missed points connected to APA style deductions. There will be some leniency on your
first assignment, but you will be expected to attend well to APA matters from that point on.
Assignments (after the first) that do not conform to APA [6th edition] will be returned ungraded ata
5% deduction per 24 hours it is not returned corrected. APA style (as it pertains to in-text citations
and reference lists) will also be required for non-traditional assignments, such as: infographics, blog
posts, and PechaKucha).

Academic integrity. The Academic Freedom Report states: The student shares with the
faculty the responsibility for maintaining the integrity of scholarship, grades, and professional
standards. Therefore, you are expected to produce original work supported with proper citation of
sources used to support your final product. You may not submit course work you completed for
another course to satisfy the requirements for this course. Students who violate MSU regulations
on Protection of Scholarship and Grades will receive a failing grade in the course or on the
assignment.

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Course Schedule
Week & Topic TOPIC
Sept 8
Foundations of
Student Affairs
Administration
Introductions,
overview, and
expectations
Sept 15
The Roots of
Student Affairs
& Philosophy
and Values of
the Profession
I

Sept 22
Philosophy
and Values of
the Profession
II

Sept 29
The University
As Learning
Community

Oct 6
Promoting
Learning &
Development I
Oct 13
Promoting
Learning &
Development
II

Due Sept 8: PDAP Part I

Taub & McEwen: Decision to Enter the Field of Student Affairs [D2L]
Whitt: Dont Drink the Water?: A Guide to Encountering a New Institutional Culture
[D2L]
Stamatakos: Unsolicited Advice for New Professionals [D2L]
ACPA & NASPA: Professional Competency Areas & Rubrics [D2L]

Complete Functional Area questionnaire
Complete Partnered Issue Blog Signup

Dungy & Gordon: The Development of Student Affairs [D2L]
ACE: The Student Personnel Point of View (1937) [D2L or Hyperlink]
ACE: The Student Personnel Point of View (1949) [D2L or Hyperlink]
NASPA: A Perspective on Student Affairs [D2L or Hyperlink]
Evans & Reason: Guiding Principles: A Review and Analysis of Student Affairs
Philosophical Statements [D2L]
Reason & Broido: Philosophies and Values [D2L]
Bring: The student affairs organizational chart of your undergraduate institution

CAS: CAS General Standards [D2L or Hyperlink]
CAS: CAS Learning and Developmental Outcomes [D2L or Hyperlink]
CAS: Characteristics of Individual Excellence [D2L or Hyperlink]


Read, Respond, and Engage with this weeks Issue Blog
Blimling & Whitt: Preface & Identifying the Principles that Guide Student Affairs
Practice [B&W]
Magolda & Magolda: What Counts as Essential Knowledge for Student Affairs
Educators? [M&M]
Benjamin & Hamrick: How Does the Perception that Learning Takes Place
Exclusively in the Classroom Persist? [M&M]
Blimling: How Are Dichotomies Such As Scholar/Practitioner and Theory/Practice
Helpful and Harmful to the Profession? [M&M]
Read, Respond to, and Engage with this weeks Issue Blog
Davis: What Are The Implications of Giving Students What They Want? [M&M]
Welkener: What Are the Risks and Benefits Associated With Allowing Students to
Fail if Learning Results? [M&M]
Connolly: Does Social Networking Enhance or Impede Student Learning? [M&M]
Read, Respond to, and Engage with this weeks Issue Blog
Poullard: What is the Relationship Between Changing University Policy and
Changing Student Norms?
Barber: Why Bother with Interventions Aimed at Curbing Abuse? [M&M]
Taylor: What should Universities Do About Overly Involved Parents? [M&M]

Read, Respond to, and Engage with this weeks Issue Blog

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Brazell & Reisser: Creating Inclusive Communities [B&W]
Oct 20
Quaye: Whats the Big Deal about Language [M&M]
Equitable,
Diverse, &
Group 1 Chapters 12 & 16 [M&M]
Group 4 Chapters 16 & 18 [M&M]
Inclusive
Group 2 Chapters 13& 17 [M&M]
Group 5 Chapters 17 & 12 [M&M]
Learning
Group 3 Chapters 18 & 19 [M&M]
Group 6 Chapters 19 & 12 [M&M]
Environments

October 25-26: MCPA Conference For more information: http://mcpaweb.org/
Read, Respond to, and Engage with this weeks Issue Blog
Ryblakina: Student Affairs Around the World [D2L]
Oct 27
If your Last Name begins with A-I Read Mainland China, United Arab Emirates, &
Student Affairs
Malaysia [all on D2L]
in an
If your Last Name begins with J-Y Read Ireland, Germany, Canada [all on D2L]
International
Ludeman, Osfield, Hidalgo, Oste, & Wang: IASAS & UNESCO (Read 10 country
Context
reports) [D2L]
Read, Respond to, and Engage with this weeks Issue Blog
Kuh: Setting the bar high to promote student learning [B&W]
Pascarella & Whitt: Using Systematic Inquiry to Improve Performance [B&W]
Kinzie: In this Age of Accountability, What Counts as Good and How Do We Know If
Nov 3
Student Affairs Educators Really Make a Difference in the Lives of Students? [M&M]
Facing The
Reisser & Roeper: Using Resources to Achieve Institutional Missions and Goals
Challenges
[B&W]
Zylstra: Why is the Gap so Wide Between Espousing and SJ Agenda to Promote
Learning and Enacting it? [M&M]
November 8-10 NASPA IV East Conference For more information:
http://www.naspa.org/events/2015-naspa-iv-e-annual-conference/register
Read, Respond to, and Engage with this weeks Issue Blog
Arcelus: If Student Affairs-Academic Affairs Collaboration is Such a Good
Idea[M&M]
Consolvo & Dannells: Collaboration with Academic Affairs and Faculty [D2L]
Nov 10
Whitt: Academic and Student Affairs Partnerships [D2L]
Student Affairs
Schroeder: Forging Educational Partnerships that Advance Student Learning [B&W]
and Academic
Haefner & Ford: The Double Helix [D2L]
Affairs
Love, Kuh, Mackay, & Hardy: Side by Side: Faculty and Student Affairs Cultures
Collaboration
[D2L]
National Association of Scholars: Rebuilding Campus Community: The Wrong
Imperative [D2L]
Due Nov 16: PDAP Part II
Ortiz & Martinez: Developing a Professional Ethic [D2L]
Nov 17
ACPA: Statement of Ethical Principles and Standards [D2L]
Ethics and
NASPA: Standards of Professional Practice [D2L or Hyperlink]
Foundations in
Dalton: Helping Students Develop Coherent Values and Ethical Standards [B&W]
Student Affairs

Read, Respond to, and Engage with this weeks Issue Blog
Nov 24
Linder: Why do Student Affairs Educators Struggle to Set Professional Boundaries?
Your
[M&M]
Development Arminio: Professionalism [D2L]
as a Student Brown: My day of silence [D2L]
Affairs
Magolda & Magolda: How do Professionals Navigate Situations When Their

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Professional I

Professional Beliefs Clash with Their Supervisors or Organizations Beliefs? [M&M]

FAR Presentations
Due Dec 1: Functional Area Reports
Hirt & Strayhorn: Staffing and Supervision [D2L]
Dec 1
McNair: Developing a Philosophy of Supervision: One Step Toward Self-authorship
Your
[D2L]
Development White & Nonnamaker: Supervising Graduate Assistants [D2L]
as a Student Ignelzi: What Forms Would Supervision Take to Model Inclusive, Learning-Oriented
Affairs
Practice? [M&M]
Professional II Roper: Supervising Across Cultures [D2L]
FAR Presentations
Read, Respond to, and Engage with this weeks Issue Blog
The Future of Student Affairs
Dugan: What Would SA Org Structures Look Like if They Supported Inclusive,
Learning-Centered Practices? [M&M]
Week 14
ACPA & NASPA: Envisioning the Future of Student Affairs [D2L]
Dec 8
Hamrick, Evans, & Schuh: Recommendations for Practice [D2L]
Jones, Harper, & Schuh: Shaping the Future [D2L]
FAR Presentations
Due Dec 15: Issue Storify