EAD 875: Student Affairs in Collegiate Settings II

Higher, Adult, & Lifelong Education

Michigan State University


Spring 2005

Dr. Kristen Renn                                                                     

428 Erickson Hall                                                                  

353-5979 (office)                                                                   

349-0797 (home)                                                                   

email: renn@msu.edu                                                                                                 





This course serves as the second in a sequence of two courses intended to introduce Student Affairs Master’s students to the profession of student affairs. The first semester course focused on broad issues in the history, development, and functions of student affairs. This semester the focus shifts to specific professional issues and tasks that represent important developments in student affairs. Three sub-topics have been selected for this segment of the course: assessment, multicultural education, and technology in student affairs. Course readings and assignments are designed to deepen students’ knowledge and skills in the areas of assessment, technology, and multicultural education. Through individual and group assignments – face-to-face, out of class, and online - students will continue to build on academic and professional skills emphasized in the first semester of the master’s program.


EAD 875 is a hybrid course, meaning that it is conducted partly in person and partly online. The course will meet face-to-face during the assessment and multicultural portions, and will be conducted in an all-online format  during the technology and student affairs section. The purposes of the online portion of the course are to a) simulate an online course environment and b) explore the challenges and opportunities for student affairs in online settings.





Adams, M., Blumenfeld, W., CastaĖeda, R., Packman, H.W., Peters, M.L., & ZúĖiga, X. (Eds.). (2000). Readings for diversity and social justice: An anthology on racism, anti-Semitism, sexism, heterosexism, ableism, and classism. New York: Routledge.


Upcraft, M. L., & Schuh, J. H. (2001). Assessment practice in student affairs: An applications manual. San Francisco: Jossey-Bass Publishers.


Additional readings (marked with an asterisk) have been scanned into PDF files, with access indicated on syllabus. Note also that many of these readings are available in full-text online. In either case, you are expected to locate and print your own copy.




Publication Manual of the American Psychological Association (5th ed.). 2001. Washington, DC: American Psychological Association. [known generally as “the APA manual”]





If you do not already have ready access to the Chronicle of Higher Education, you may want to consider getting your own subscription. If you already subscribe but do not receive the daily electronic news updates, you may want to activate this service now (it is free to Chronicle subscribers; go to the website to get instructions on how to get the daily news service).


The Chronicle maintains an excellent website that is free whether or not you subscribe to their newspaper. Some of its links are restricted to Chronicle subscribers, but most are not.





www.apastyle.org/index.html (APA style manual home page)

http://www.acenet.edu (American Council on Education)

www.naspa.org (National Association of Student Personnel Administrators)

www. acpa.nche.org (Association of College Personnel Administrators)

www. chronicle.com (The Chronicle of Higher Education)

www.aahe.org (American Association for Higher Education)

www.ashe.missouri.edu (Association for the Study of Higher Education)

www.aera.net/divisions/j (Division J: Postsecondary Education of the American Educational Research Association)

www.Studentaffairs.com (a private site with excellent links, including instructions to sign up for listservs related to student affairs)

www.Higher-Ed.org (a private higher ed resource site; links to many useful and interesting higher ed sites)






• Readings and topical assignments.

You should come to class ready to discuss all readings. Although it is not required, some students find it helpful to prepare questions or comments on each reading.

Periodically I will assign an exercise or other preparation to be done prior to the next class session. These assignments will form the basis of class discussion and group work. Because readings and topical assignments are critical to active class participation, your grade in this area will be reflected in your participation grade.


• Active participation in face-to-face class discussions. (10%)

Active participation requires attendance, preparation (through readings and topical assignments), and willingness to contribute to discussions in a variety of group configurations (pairs, small groups, entire class, etc.). Absence from any session will result in a deduction in your grade in this area, at a rate of 1 percentage point for any session missed in whole or in part.


• Assessment Project (25%)

In small groups of 2 or 3 (your choice) you will conduct a small evaluation and/or assessment project in a student affairs area of your choice. The project may evaluate or assess a specific program or a specific problem. You may use qualitative or quantitative methods or a combination of the two. The report your group will produce will include: a description of the program or problem you assess or evaluate; the tools you use or develop to conduct the assessment; a description of how you conducted the assessment; your findings; your recommendations based on the findings of your work; and a sample of how you communicate the results of your assessment.

Due Dates:

Report of Partners, Site, and Topic: January 25

Draft of Assessment Tools: February 8

Report Due to Kris’ office: Friday, March 4 (before you leave for spring break)



• Participation in online course section (35%)

This portion of the class will be conducted entirely online, with instructions in the course ANGEL site (go to angel.msu.edu, log in, then select EAD875; go to “lessons” and open the folder for March 22). Grading for this section will be based on participation in online activities and assignments as described in the March 22 folder on the EAD875 ANGEL coursesite.



• Multicultural Resources Presentation (20%)

Working in groups assigned by instructors, you will research, compile, and present electronically resources for professional development on issues of multiculturalism. Each group will be responsible for one area of multicultural resources (gender, race/ethnicity, sexual orientation, ability, faith tradition, socioeconomic class). The final “product” for each group will be a website or powerpoint presentation of resources, displayed during class on May 3. Note: these are also the groups for the February 15 presentations on campus climate.



• Three short essays reflecting on your goals for yourself and the course (2-3 pages each). (10%)

-Essay I: Self and course objectives: Due in class 1/18. (3 points)

-Essay II: Midsemester self and course evaluation: Due in class 2/22 (3 pts)

-Essay III: End of semester self and course evaluation: Due May 3 (4 pts)

Note: These essays are ungraded (i.e. treated on a credit/no credit basis). 



In class, you will receive more explicit instructions for completing course assignments. Please ask if you have questions regarding how you will be evaluated in this course.


All papers should be double-spaced in 12-point font (times or palatino) with margins of 1-1.25 inches. They should always fall within the page range listed in the syllabus.


All citations and reference lists should conform to the style manual of the American Psychological Association (5th edition).




Note on absences and late assignments:

            Class attendance and participation in the online portion of the course is required and is included in the class participation grade. Nevertheless, students may occasionally need to absent themselves from class meetings for reasons of illness, family, or work. In fairness to students who attend and participate in every class session, an absence for any reason will result in a reduction in the absent student’s class participation grade. This reduction is on the order of 1 point (of total for all assignments) per class missed. For example, if you miss one face-to-face session but are otherwise present on time and actively contributing, you would receive 9 of the 10 possible points for participation (out of the 100 total points for the course). For the purposes of this policy, being late to class or leaving early for any reason constitutes an absence and will result in a 1 point reduction in accumulated points toward your final grade.

            Whenever it is possible, advance notice of absences is appreciated. An email message or phone call to someone who will be in class (instructor or student) is generally adequate to keep us from worrying about you. If you were unable to contact someone prior to the missed class, please contact me as soon as possible afterwards to learn of any assignments, announcements, etc.

            Absence from class to observe a religious holiday, to serve jury duty, or to participate in required military service are exceptions to the above policy. If you anticipate being absent for any of these reasons, please make arrangements with me in advance and there will be no deduction in your grade.

            All assignments are expected during the session noted on the syllabus. Unless prior arrangements have been made with me, late submissions will not be accepted and will result in a grade of 0 for that assignment. Grades for late submissions that are accepted may be reduced.



Evaluation of assignments:

Assignments earning an “A” grade will be of excellent quality, reflecting critical thinking, creativity, and mastery of course material. They will be well organized and clear. They will be free of errors in syntax, grammar, and APA format. An “A-” grade might result from minor deductions in any of these areas.


Assignments earning a “B” grade will be of good quality, reflecting a solid grasp of the course material and clear, well-organized writing style. They might contain some errors in syntax, grammar, or APA format, but will not be seriously flawed. A “B-” grade might result from more significant reductions in these areas.


Assignments earning a “C” grade will be of acceptable quality, reflecting familiarity with course material. They might contain weaknesses in organization and errors in syntax, grammar, or APA format. A “C-” grade might result from more severe weaknesses.


Assignments earning below a “C-” are unacceptable and will receive no credit.



Course grades:

The grading system at MSU is on a four-point scale, with course grades reported in half points (4.0, 3.5, 3.0, 2.5, etc.). Any grade below a 3.0 is a sign of serious problems for continued graduate work and merits discussion with me and/or your academic advisor. For the purposes of assigning a final grade, the following table applies:

            94-105 points =           4.0

            88-93 points =             3.5

            81-87 points =             3.0

            74-80 points =             2.5

            73 or fewer points =    0 (no credit for course)



A note for students with disabilities:

If you require any accommodation or services, please inform me or contact the Resource Center for Persons with Disabilities (www.msu.edu/unit/rcpd), 120 Bessey, 353-9642.


Additional MSU resources:

- The Graduate School (www.msu.edu/user/gradschl.), 118 Linton, 355-0301

- Learning Resources Center (www.msu.edu/unit/lrc), 209J Bessey, 355-2363

- Ombuds’ Office (www.msu.edu/unit/ombud), 129 North Kedzie, 353-8830

- Writing Center (http://writing.msu.edu), 300 Bessey, 432-3610



Course Schedule


January 11           Introduction to Course and Expectations


Assessment and Evaluation in Student Affairs


January 18           Types of Assessment


Readings for today:          

- Schuh and Upcraft: Part 3, Chapters 9-17


                              Assignment due: Self- and course goals essay



January 25           Designing Qualitatively-Oriented Assessment

                              (tool development, data collection, ethical issues, data analysis)


Readings for today:          

                              - Schuh and Upcraft:

- Read your service area chapter(s) (one or more of ch18-29)

- Chapters 2, 3, 4, 32

                              * Upcraft, M. L., & Schuh, J. H. (1996). Assessment in student affairs: A guide for practitioners. Chapter 3: Using Qualitative Methods [http://ed-share.educ.msu.edu/scan/ead/renn/upcraft.pdf or ANGEL site]


Assignment due: Report of assessment project partners, site, and topic




February 1           Designing Quantitatively-Oriented Assessment


Readings for today:          

                              - Schuh and Upcraft: Chapters 5, 6, 7, 8

                              * Upcraft, M. L., & Schuh, J. H. (1996). Assessment in student affairs: A guide for practitioners. Chapter 4: Using Quantitative Methods [http://ed-share.educ.msu.edu/scan/ead/renn/terenzini.pdf or ANGEL site]




February 8           Creating Change Using Assessment


Readings for today:          

                              - Schuh and Upcraft: Chapters 33, 30, 31

                              * Upcraft, M. L., & Schuh, J. H. (1996). Assessment in student affairs: A guide for practitioners. Chapter 13 reporting and using results [http://ed-share.educ.msu.edu/scan/ead/renn/chapter13.pdf or ANGEL site]


                              Assignment due:  Tools for assessment project



Multicultural Issues in Student Affairs


February 15         Introduction to campus climate and multicultural issues


Readings for today:          

  * Hurtado, S., Milem, J. F., Clayton-Pedersen, A. R., & Allen, W. R.(1998). Enhancing campus climates for racial/ethnic diversity: Educational policy and practice.  Review of Higher Education, 21 (3), 279-302. [access online]

- The following chapters from  Adams, M., Blumenfeld, W.J., CastaĖeda, R., Hackman, H.W., Peters, M.L., & ZúĖiga, X. (Eds.). (2000). Readings for diversity and social justice: An anthology on racism, anti-Semitism, sexism, heterosexism, ableism, and classism. New York: Routledge.

- Lorber, J. “Night to his day”: The social construction of gender.

- Takaki, R. A different mirror.

- Omi, M. Racial identity and the state: Contesting federal standards for classification.

- Blumenfeld, W.J. Heterosexism: Introduction. (pp. 261-266)

- Blumenfeld, W.J. How homophobia hurts everyone.

- CastaĖada, R., & Peters, M.L. Ableism: Introduction (pp. 319-323)

- Bryan, W.V. The disability rights movement

- Adams, M. Classism: Introduction (pp. 379-382)

- Brouwer, S. Sharing the pie.

- Heintz, J.S., & Folbre, N. Who owns how much?

* McCune, P. (2001). What do disabilities have to do with diversity? About Campus 6, 2, 5-12. [http://ed-share.educ.msu.edu/scan/ead/renn/mccune.pdf or ANGEL site]


                                    Assignment due: Group powerpoint presentations of campus climate.

February 22         The Development of Cross-Group Understanding & Ally Orientation

Note: Class begins at 1:30 today


Readings for today:

- The following chapters from Adams, M., Blumenfeld, W.J., CastaĖeda, R., Hackman, H.W., Peters, M.L., & ZúĖiga, X. (Eds.). (2000). Readings for diversity and social justice: An anthology on racism, anti-Semitism, sexism, heterosexism, ableism, and classism. New York: Routledge.

- Edginton, A. Moving beyond White guilt.

- Harro, B. The cycle of socialization.

- Pincus, F. L. Discrimination comes in many forms: Individual, institutional, and structural.

-Young, I. M. Five faces of oppression.

- Harro, B. The cycle of liberation.

      * McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack.

            [http://ed-share.educ.msu.edu/scan/ead/renn/mcintosh.pdf or ANGEL site]


                                    Assignment due: Mid-semester self/course goals reflection.




March 1                Student Affairs Professionals as Multicultural Educators


Readings for today:

- Black, M.A., & Rhoads, R.A. (1995). Student affairs practitioners as transformative educators: Advancing a critical cultural perspective. Journal of College Student Development, 36 (5), 413-421. [retrieve online]

* Tatum, B. D. (1992). Talking about race, learning about racism: The application of racial identity development theory in the classroom.  [http://ed-share.educ.msu.edu/scan/ead/renn/tatumbd.pdf or ANGEL site]

* Schoem, D., Franke, L., Zuniga, Z., & Lewis, E. (Eds.) (1995). Multicultural teaching in the university. Westport, CT: Praeger Publishers. [http:ed-share.educ.msu/scan/ead/renn/schoem.pdf or ANGEL site]

* Grant, C. A., & Sleeter, C. E. (2001). Race, class and gender and disability in the classroom. In J. A. Banks & C. E. Banks (eds.). Multicultural education: Issues and perspectives (4th edition) (pp. 59-81). New York: Wiley and Sons. [http:ed-share.educ.msu/scan/ead/renn/grant.pdf or ANGEL site]



March 4 – FRIDAYAssignment due: Assessment project written report due to Kris’ office



March 8                Spring Break – no class meeting



March 15              Strategies and skills for multicultural education in student affairs


Readings for today:

* Levy, J. (1995). Intercultural training design. In S. M. Flower & M. G. Mumford (eds.). Intercultural sourcebook: Cross-cultural training methods, Volume 1 (pp. 1-25). Yarmouth, ME: Intercultural Press. [http:ed-share.educ.msu/scan/ead/renn/levy.pdf or ANGEL site]

* Sisk, D. A. (1995). Simulation games as training tools. In S. M. Flower & M. G. Mumford (eds.). Intercultural sourcebook: Cross-cultural training methods, Volume 1 (pp. 81-92). Yarmouth, ME: Intercultural Press. [http:ed-share.educ.msu/scan/ead/renn/sisk.pdf or ANGEL site]          

* Lacy, L., & Trowbridge, J. (1995). Using the case study as a training tool. In S. M. Flower & M. G. Mumford (eds.). Intercultural sourcebook: Cross-cultural training methods, Volume 1 (pp. 187-195). Yarmouth, ME: Intercultural Press. [http:ed-share.educ.msu/scan/ead/renn/lacy.pdf or ANGEL site]

* McCaffery, J. A. (1995). The role play: A powerful but difficult training tool. In S. M. Flower & M. G. Mumford (eds.). Intercultural sourcebook: Cross-cultural training methods, Volume 1 (pp. 1-25). Yarmouth, ME: Intercultural Press. [http:ed-share.educ.msu/scan/ead/renn/mccaffrey.pdf or ANGEL site]





Technology in Student Affairs


March 22 – April 19:            Introduction to technology in student affairs – Go to Online

                                                Class Meetings in ANGEL coursesite 3/22 to 4/19




April 26               Technology Wrap Up – Meet in Person

Readings for today:          

                              - see ANGEL coursesite for readings and assignments





May 3                   Wrap Up, Course Evaluations, & Closing Potluck  


                        Assignment due: Present multicultural resource websites

                        Assignment due: Self/Course final reflection