Instructor: Kim Chambers, Ph.D. Price: $130 Dates: June 16 - June 30
Deadline: June 13
Course Overview:
This college student development theory course is divided into three separate week long modules. Participants may take one, two or all three modules.
Module ONE explores Psychosocial Student Development Theories based on the work of Erik Erikson. Theories include Chickering's theory of identity development, Josselson's theory of identity development in women, and Shlossberg's transition theory.
Module B explores Cognitive Structural Development Theories based on the work of Jean Piaget. Theories include Perry's theory of intellectual and ethical development, Kohlberg's theory of moral development and Gilligan's theory of moral development in women.
Module C explores Person Environment and Typology Theories including Holland's theory of vocational types, Jung theory of personality type, and Kolb's theory of experiential learning.
Participants will experience being a student in a distance learning course and will apply the theories covered as it reflects on working with students on their campuses. Participants will get the most out of the course if they actively participate on the course web-site.
Course Outline:
Topics to be covered:
General overview of the type of student development theories and their common characteristics.
Specific review of each student development theory.
Application of student development theory to working with this particular generation of college students.
Exploration of effective ways to apply student development theory to our work settings.
Learning Outcomes:
Upon completion of this course, active participants will be able to:
Identify, reflect on, and discuss general types of student development theories and key specific theories in each of the general types.
Discuss and reflect on how student development professionals can use student development theory in their work.
Apply student development theory to their particular work settings.
Participant Expectations:
We recommend that participants access the course with at least a 56K modem or faster internet connection (cable modem, dsl, etc.). Participants need moderate typing skills to interact effectively as well as the ability to use a web browser. As the course is an intensive three week experience, those participants getting the most out of the course will participate daily during the week, and at their discretion on the weekends. Participants may choose to participate in an OPTIONAL synchronous chat sessions, but they it is not required for successful course completion.
Instructor Bio: Kim Chambers, Ph.D. is Director of the Instructional Resources at the University of Connecticut. He works with faculty members, teaching assistants and staff instructors to assist them in using technology to effectively promote student learning. Kim worked in student affairs for 20 years including teaching classes on college student development in a university setting. His dissertation was on young adult identity development.
