Drexel University School of Education Goodwin College of Professional Studies Master of Science in Higher Education EDUC 520: STUDENT

DEVELOPMENT Contacts List: Course Instructor(s) Graduate Advisor SoE Technical Support Drexel e-Learning Dr. Rebecca Clothey Maria Lanza-Gladney Help Desk 24/7 Help Desk 215-895-5931 215-895-2243 215-571-3944 866-425-8410 rac52@drexel.edu mel57@drexel.edu helpnet@drexel.edu (US Toll Free)

Course Description: A focused study on student development in the college setting provides new and existing higher education professionals the necessary philosophical and theoretical underpinnings from which to best understand and work with college students. Given that core characteristics and traits of each generation of college students change, understanding generational attributes of today’s college cohort is also appropriate. Appreciating how to best serve today’s college students while balancing their needs and expectations- commensurate with increasing costs for attending- and the priority to teach and educate is critical. These are the basic tenets of this course. This course examines the academic support and student life services that must be provided by the university from a student development and customer satisfaction perspective. Units providing academic support services include admissions and enrollment management, orientation, advising, financial aid, student records, and registration/registrar. Units providing student services include dining, residential life, leisure and recreation, student health and counseling services, student unions and fraternity and sorority life (among others). This course introduces students to student development theory, as well as higher education’s best practices in customer service management. It also covers the policy and legislation related to admissions, international students, and student support services, including those associated with diversity and disability. Learning Objectives: After completing this course, students will be able to: • Understand current foundations of psychosocial, identity development, cognitive, moral, learning, and environmental theories of student development, particularly as they relate to customer service. • Develop an awareness of integrative and social identity developmental theories • Understand and identify how campus environments impact student development and customer service. • Be able to critique the appropriateness of various customer service models and their use in the college/university setting. • Understand how to assess program quality, as well as minimum customer service needs and the gap between these needs and service delivery. • Understand foundational concepts of Customer Relationship Management relative to the college/university environment. • Describe best practices and approaches for managing the tension between providing good customer service/meeting service level goals and being “student-centered” in terms of promoting student development/meeting student development goals. Required Texts & Materials: • Student Development in College: Theory, Research, and Practice. (2010). Nancy J. Evans, Deanna S. Forney, Florence Guido, Lori D. Patton, & Kristen A. Renn ISBN: 978-0-78797809-9, Jossey-Bass.
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Off campus users may go to the home page (http://www. Berdahl. The online access is the 4th option in the list.• Publication Manual of the American Psychological Association (2009). see: http://www. please use the link below. You will find the Chronicle of Higher Education Electronic Resource.drexel. th ISBN: 1-43380-561-8 (6 edition) Chronicle of Higher Education. Note: Students will refer to one of the books from their first quarter for Week 1: American Higher Education in the Twenty-First Century: Social. see: http://www. directly from the Chronicle.edu/) and type "Chronicle of Higher Education" into the search box. specifying Electronic Resource. Any change in the Drexel University Page 2 of 12 EDHE 520 . Political. journals. You can access The Chronicle online for FREE through the Drexel University WW Hagerty Library. For a complete guide to services for distance learners.edu/) and type "Chronicle of Higher Education" into the search box. Assignments are due no later than the assigned due date. Everything for the Chronicle of Higher Education related to the courses can be done through the Drexel Library’s account.library. all online resources in our collections are available to students regardless of whether they are oncampus or not. Everything you need for the Chronicle of Higher Education related to the course can be done through the Drexel Library’s account. books. which will provide you with online access.drexel. which will connect you via the Libraries' site and allow you access even when you're off-campus: http://records. Off campus users may go to the Libraries' home page (http://www.library. You can access it online for FREE through the Drexel University Library. Faculty Office Hours Faculty will respond to inquiries from students submitted via email or voice message within 24-36 hours. You are welcome to order your own hard copy subscription as well. it is expected that you will actively participate in the weekly online discussion boards (a minimum of two postings a week) and complete assignments on time. Gumport. will provide many of the research tools that you will need to be successful in this course.edu/record=b1979831~S9. students may schedule a conference with the instructor by phone or via Wimba Live Classroom.drexel. Prerequisites: Bachelor’s degree in any content area. Tim Siftar. With very few exceptions. has also created a research guide for higher education. Our extensive collections of online databases. Course Procedures: • Changes in the Course Syllabus: The instructor may make changes in the course syllabus and graded assignments if approved by the MSHE Program Director.library. Altbach. Exceptions to this policy will require explicit permission of the instructor in writing.edu/services/distancelearners. If you wish to bookmark a page.drexel. Course Requirements: Attendance/Participation: As a student in this course. our Education reference librarian.drexel. and Economic Challenges (2005). Edited by Philip G. Robert O. etc. and Patricia J.library. but it is not required nor needed as everything can be accessed through the library.library.edu/resources/guides/educationguides/higher-education/ Chronicle of Higher Education. ISBN: 0nd 8018-5889-51 (2 edition) • • Library Resources: The Drexel University Libraries provide services to Drexel's distance learning community equivalent to those available on the physical campuses. In addition. • Required Technology All students need to purchase microphones to use with their computers throughout the entire program for projects and Live Classroom sessions.

Suite 210. The discussion board is our community for intellectual discourse. Following is the ODS contact information: Physical Address Mailing Address Phone TTY Fax • 3201 Arch Street. probe. The incident will result in an official disciplinary record for the student(s). For additional information. one of the following sanctions will be imposed. Examples include. depending on the severity of the offense: ♦ Reduction of a course grade ♦ An “F” for the assignment or exam ♦ Failure for the entire course with the inability to withdraw. or ♦ Other action deemed appropriate by the faculty member.drexel. ♦ When describing your experience use general identifying descriptors (do not identify administrators/professors/students by name). The decision of the faculty member and the department head shall be reported to the Office of Judicial Affairs. AVL's are issued by the Office of Disability Services (ODS).edu/disability/. Course Expectations: • Students in this course are expected to be active learners and participants. Philadelphia. or complete an assigned exercise. • • Dropping a Course: The end of the 2nd week is the last day for dropping a course. Disability: Students with disabilities requesting accommodations and services at Drexel University need to present a current accommodation verification letter (AVL) to faculty before accommodations can be made. but are not limited to.course syllabus will be communicated to the students via an announcement through the Blackboard course management system. go to the ODS website at http://drexel. Evidence of active learning includes: ♦ “Attending” all weekly lectures. 81-210. respect and sensitivity to the events occurring within the learning environment. PA 19104 215-895-1401 215-895-2299 215-895-1402 Academic Honesty Policy: All students are expected to abide by Drexel University’s policies. It needs to be a “safe place” to share. challenge and inquire in a respectful way so we all grow as learners.html • Professionalism: During this course you will be given assignments that will involve observing and interviewing professional administrators. Drexel University Page 3 of 12 EDHE 520 . which is critical to promoting a learning community within the class. PA 19104 3141 Chestnut Street. requiring the student to re-take the exam. requiring all students to take an active role in their own learning and to share the learning process with the class. administered through the Division for Student Life and Administrative Services/Office of Judicial Affairs. You may withdraw from a course until week 6. If an act of academic dishonesty is determined to have occurred. Any academic honesty infraction beyond a first offense is subject to the sanctions described above.edu/studentlife/studenthandbook/Handbook. which is responsible for maintaining student conduct records. for a first offense. ♦ Be prepared to cite evidence (not just opinions) as you write up your findings. re-complete an assignment. as well as to disciplinary sanctions that may be imposed through the University judicial process. These sanctions may include suspension or expulsion from the University. Adherence to the following guidance is particularly important to a professional code of behavior: ♦ Treat all those you meet with courtesy. Philadelphia. Drexel University Student Handbook http://www.

students will have two minutes to verbally • 1 Note: Students must have a cumulative 3.0 GPA to graduate from the MSHE program. allowing each student to test his or her own assumptions about student development as well as expand the worldview of others in the class. which implies (at least): accuracy. graded response on Sunday). and connections you find to other readings. Wednesday. punctuality.= 72-70 B = 86-83 B. first post on Friday. areas of interest. Please note that we encourage students to post their second postings earlier in the week to add to the online dialogue and flow of the weekly lectures. Drexel University Page 4 of 12 EDHE 520 . Students will not receive credit for second postings after 11:00 pm EST on Thursdays. etc. correct written and spoken form and style. You can post your first posting before Monday.♦ ♦ ♦ Reading and watching all assigned materials and making note of questions. creativity and other criteria specified for the assignment.= 92-90 B+ = 89-87 C+ = 79-77 C = 76-73 C. The online discussions will involve providing your opinion on a specific topic. but this would be supplemental to the response you post on another day. role plays. Students are encouraged to respond to more than one classmate. you will only get credit for a response to a classmate posted on Tuesday. neatness. debates.g. resourcefulness. For the KLPs. Posting Key Learning Points. which will be posted the first Monday of those weeks. which would allow you to post your graded response any day after your initial posting (e. Students should only respond to the discussion board pertaining to each week’s lecture and not jump ahead to future lectures. Students are required to participate in weekly online discussions as part of their attendance. Grading & Assignments: Assignment Value 30% 20% 27% 3% 20% 100 Grading Scale 1 Assignment Class Contribution Individual Assignment #1 Individual Assignment #2 part 1 Individual Assignment #2 part 2 Group Assignment Total Points Due Date (See Course Schedule) Weeks 1-10 Week 4 Week 7 Week 8 Week 10 A = 100-93 A. For example. sharing with your colleagues and the faculty what you learned with the weekly lectures throughout the quarter. or Thursday. You are then expected to post at least one response to a classmate on a different day following your first posting to receive credit for the response. Each week students are required to post a minimum of two postings. Students will be required to post Key Learning Points (KLP) no later than Thursday at 11:00pm EST of Weeks 5 and 10. Your first posting for each week must be posted no later than Monday at 11:00 pm EST. students will be expected to contribute an equal number of postings as other classmates (beyond the minimum required postings).= 82-80 F = 62 and below • Evaluation: All graded activities will require students to perform against the standard of professionalism. research. Each member has an equally important story to share based on his or her own experiences and student will benefit from the viewpoints of their classmates. Active participation in weekly discussions.. To earn the maximum discussion board points for each week. Online Postings/Discussions: All course materials will be posted on Wednesdays at 7:00AM EST with the exception of the first and last class (Weeks 1 & 10). if you post your first posting on Monday. You can post replies on the same night as your first posting.

Students can find examples of “quality” postings and responses under the Orientation tab in the Blackboard toolbar. and Course Summary Final paper Course Schedule: Drexel University Page 5 of 12 EDHE 520 . so your active participation is very important. Late assignments will receive a point penalty equivalent to one letter grade. • Graded Assignments and APA: All graded assignments must include a cover page with your name. You will be graded on your weekly activity and quality of participation. After one week the assignment will not be accepted and a zero grade will be recorded. Faculty will also participate in the weekly discussions. title of the assignment. • Course Outline: Week 1 2 3 4 5 6 7 8 9 10 Final Exam Week Topics Introduction to Student Development and Customer Service Management Introduction to Student Development Theory Student Development Theory: The Four Schools Student Development and the Environment. Assignment Due Dates: Assignments are due the end of the week (e. Tuesday evening. Students th are required to follow the Publication Manual of the American Psychological Association. All submitted papers must be double-spaced. We want to create a classroom atmosphere where students are actively engaged in dialogue similar to that in a traditional classroom. Students must save files as indicated in each project description below or points will be taken off the final grade. 11:00 PM EST) listed on the syllabus unless otherwise announced by the course Instructor. 12-point font and in proper APA style. course number. We encourage students to get involved in all online discussions early in the week. How College Affects Student Development Integrative Theories Social Identity Theories Organizational Structures & Student Services An Overview of Student/Customer Service in Higher Education Current Topics in Student Affairs: International Students Current Topics in Student Affairs: Mental Health. Class contribution is 30% of your grade..summarize the key points that they learned during the first five and last five weeks of the quarter.g. 5 edition (2001). and date.

1999). 315-337. Political. and Economic Challenges (Altbach. March 6 11:00 pm EST An Overview of Student/Customer Service in Higher Education Drexel University Page 6 of 12 EDHE 520 .Class/Date Week 1 January 9 Topics • Introduction to Student Development and Customer Service Management Week 2 January 18 • Introduction to Student Development Theory Student Development Theory: The Four Schools Student Development and the Environment. Guido. Patton & Renn.html Online Discussion Week 4 February 1 • • • Online Discussion Individual Assignment #1 Due Thursday. 2010). 2010). Patton & Renn. 2010). Patton & Renn. Patton & Renn. Guido. Online articles Read Kurt Lewin’s Field Theory at http://www.wilderdom. 2010). Submitted Assignment Readings for this week are not due until end of Week 2 Online Discussion Week 3 January 25 • Pages 82-118 of Student Development in College (Evans. Forney. Guido. February 2. Forney. Guido. Patton & Renn. Forney. Forney. Ed’s. “College Students in Changing Contexts”).com/theory/FieldTh eory. Guido.. 11:00 PM EST KLPs Week 5 February 8 • Integrative Theories • Pages 176-226 of Student Development in College (Evans. Pages 41-81 of Student Development in College (Evans. Pages 157-174 (Evans. February 27 11:00 pm EST Organizational Structures & Student Services Week 8 February 29 Assorted readings and online articles Online Discussion Individual Assignment #2. Guido. Berdahl & Gumport. Forney. Spirituality in Higher Education (available in podcasts/documents tab) Pages 227-346 of Student Development in College (Evans. 2010). Week 6 February 15 • Online Discussion Social Identity Theories Week 7 February 22 Assorted readings and online articles Online Discussion Individual Assignment #2. part 1 Due Tuesday. How College Affects Student Development • • Reading Assignment Pages 1-40 of Student Development in College (Evans. American Higher Education in the Twenty-First Century: Social. Forney. Patton & Renn. pp. part 1 Due Monday. Other assorted readings. 2010).

March 19 at 11:00 pm EST Week 10 March 12 • Assorted readings and online articles Pages 359-372 of Student Development in College (Forney. Evans.Week 9 March 7 Current Topics in Student Development: International Students Assorted readings and online articles Online Discussion or LIVE WIMBA CLASSROOM! Thurs. Patton & Renn. and your KLPs are due no later than Monday. March 19 11:00 pm EST Please note that Week 10 will be available on Monday March 12. and Course Summary Drexel University Page 7 of 12 EDHE 520 . March 8 at 8:30 pm EST KLPs Group Assignment Due Monday. 2010). Guido. Current Topics in Student Development: Mental Health..

This section should include a few concrete examples. define Student Affairs. 3. and cite how each school defines the four concepts. Student Development and Student Development Theory. Follow the below listed template for your interview. and date. define Student Affairs. Web Search (1 page) Search and locate online three different colleges’/universities’ philosophy of student development as it pertains to the student services provided. Student Development and Student Development Theory Interview with Student Affairs Professional Goal: Often terminology relative to the field of Student Affairs is misused and inappropriately interchangeable. Student Services. 6. Preliminary Knowledge (one-two paragraphs/half page) Before reading chapter one as noted above. your interview.Additional Guidance on Graded Assignments All graded assignments must include a cover page with your name. Document the interesting aspects of your conversation with the student affairs professional relative to how these four definitions are understood and misunderstood. As an introduction to the study of Student Development. The goal of this assignment is for students to articulate their understanding of four disparate concepts: Student Affairs. Student Development and Student Development Theory. students must first have a working familiarity with the differences between various fundamental concepts. and ask the professional to define each of the four concepts in his or her own words. Application (1 page) Based on what you have learned from the readings. Template: (Please use subheadings for each section of the paper) 1. title of the assignment. course number. 4. Interview (2 pages) Interview a student affairs professional from a school other than the one you are working at or attending. Student Services. describe how principles of student development and student development theory could be used to enhance students’ experiences in college. and then write a paper demonstrating your understanding of these four concepts. Student Services. INDIVIDUAL PAPER #1: DUE WEEK 4 Student Affairs. Comment on whether the schools you located provide definitions similar to or different from those you initially listed before reading the text and those you found in the text. Include the title and school of the person you interviewed. 2. and your own experiences. Student Development and Student Development Theory. Definitions (one paragraph/half page) Using the textbook and lecture materials. Then describe to the professional how these concepts are defined in the text and among those you found on line. Assignment: Read the assignment instructions first. Then interview a student affairs professional from an institution other than the one you work at or are attending. 5. in your own words and without discussing the assignment with others. and then read the first chapter of Student Development in College and the Lecture Notes for Week 1 and make note of the different definitions of the above four concepts. Student Services. Conclusion (1 page) Drexel University Page 8 of 12 EDHE 520 .

colors and beautification efforts? Is it more concrete or green? What are the artistic and cultural cues? Page 9 of 12 EDHE 520 • • • • • • Drexel University . Note: Save your document as follows: MSmith_1Paper520. Cite any and all references. constructed as a Strength. organizations.doc (just use your first initial. buildings. Would campus signage help or hinder new students and families from locating campus and having a successful first visit? What do you surmise regarding campus aesthetics.Discuss your overall observations about what you learned from the assignment. Use the following as the basis for your presentation. will be highly valued. relationships. with a few students. How committed is the university to student development and growth? What evidence is there (in documents. photographs. double-spaced. The purpose of this assignment is to provide you an opportunity to apply the four sets of environmental components you learned about in the Week 5 lecture. APA guidelines must be used. by phone or via email. programs. human aggregate. organizational and constructed). etc. and events for students to get involved in? Does the institution reach out to all groups of students and all student interests? Based on what you observed. INDIVIDUAL ASSIGNMENT #2 (PART 1): DUE WEEK 7 Environmental Assessment Exercise (includes a site visit) Goal: This assignment will require students to visit an unfamiliar college or university of their choice in order to analyze the “total campus environment. Attempt to interact directly. check the institution’s written and online information. Submit your paper through Blackboard. resources.) that the institution has this commitment. and other documentation that helps support your analysis. Assignment: Submit a Voicethread presentation demonstrating your ability to enact an environmental assessment of a campus based on a site visit and its web resources using the four sets of environmental components discussed in the Week 4 lecture (physical. faculty and staff regarding their perspective on the suitability of the campus environment. last name then underscore.. How different were your initial definitions from what you read in the text and from the perspectives of the person you interviewed? What was most surprising to you? Technical Instructions: This paper should be typed. 12 pt font. etc. Evaluation Criteria: • Adherence to instructions for assignment and good writing will be highly valued. After visiting the campus online. promises (like Strange’s & Banning’s Mid-Rocky University’s slogan. Opportunity. comment regarding the signage around and on campus. admissions and visitor’s center brochures. punctuation and APA style) corrections. using the four environmental components as a guide. Weakness. do its promises live up to what you observed? Include in your report as appendices links to the campus’ pages that include informational material. • APA style and accuracy in terms of grammar. including mission and goals.“A learning University with a college feel”). After you have completed the paper. submit it to a classmate who must proofread and make editorial (grammar. and Threats (SWOT) analysis of the total campus environment: • In addition to visiting the campus in person. • Ability to synthesize and analyze the materials • Ability to follow technical as well as general instructions. marketing approach. spelling. and no longer than 6 pages in length. and the title 1Paper520). and that they put students first? Are there sufficient opportunities. spelling.” You cannot choose an institution where you have worked or gone to school.

To do so.g. • Ability to successfully apply your understanding of Strange and Banning’s work.htm http://douglyon.com/ejournal/Spring_2001/will1. to support your research. quotes) to support your conclusions INDIVIDUAL ASSIGNMENT #2 (PART 1): DUE WEEK 8 For part two of the individual assignment. evidenced by your report of your site visit. your experiences and findings based on your tour. retarded) by the total campus environment. this link will provide you with excellent information for assessing the website: http://studentaffairs. construct your VoiceThread as a SWOT analysis of the total campus environment. pictures. Remember to focus your analysis in terms of how student development is impacted (accelerated.lib.securityoncampus. Are they student and family friendly. art.wikipedia.org/wiki/SWOT_analysis http://www.• • • Identify any ethnic. political pitfalls. Note: You can use digital photos. For more information on SWOT analysis. you are required to view the VoiceThread presentation of at least one of your classmates and comment on it via VoiceThread technology. racial or gender issues overtly or covertly demonstrated by the campus environment (signage. etc. • Slides (including text and graphics) are well designed.org/).html After the above research has been conducted. campus climate.vt. opportunities (what would you change if you were in charge there. Technical instructions for using VoiceThread and uploading it will be provided. tables.com. Technical Instructions: The VoiceThread should be no longer than 15 slides.marketingteacher. • Effectiveness in using evidence (e.edu/ejournals/JVTE/v12n1/Balamuralikrishna.com/Fort%20Lewis%20College/SOBA%20Vision/Fall%202003%20SOBA%20AA CSB%20project%201. and liabilities).mtu.html http://www. You are encouraged (but not required) to comment on more than one presentation. you should ask a question about the presentation’s content from the perspective of a parent of a prospective student. including any references. You need to include separate Appendices. particularly in terms of the environment’s impact on student development?) and threats (future challenges. What are its strengths (what did you like.admin. what works well in terms of student development) and weaknesses (areas of perceived or actual failure). For information about using VoiceThread.edu/admin/nca/report/ch3/ch3p5..htm Evaluation Criteria: • Clarity of writing and use of APA guidelines. go to: http://en. etc. go to voicethread. charts. Also.com/Lessons/lesson_swot.) Comment on the location of primary administrative offices (Admissions and Visitors Center). limitations. text. including accommodations for those with disabilities? Access Clery Act statistics for the campus for your analysis and for inclusion in the paper (http://www.htm http://scholar. • Ability to assess a new campus environment (one you haven’t worked at nor attended before) in terms of student development. GROUP ASSIGNMENT: DUE WEEK 10 Student Development/Customer Service Model for Millennial University Goal: Drexel University Page 10 of 12 EDHE 520 . • Proper use of SWOT analysis to report your study of the campus. neutralized.

000 doctoral students. the Division of Student Affairs. and the expectations for performance by faculty and staff were historically measured by whether students spoke highly of you or not. • Appropriate citations and use of APA. and many were themselves previous students at the University.doc (just use your Group Number. Millennial University Case Study Millennial University is a medium sized public. The paper must be well-organized under the following six headings: Introduction (including statement of the problem). and no longer than 10-12 pages in length. department or sub-group of students (e. with approximately 8. It is its state’s oldest. and description of factors that influenced the model you selected. researchers and community members. you can either focus on conducting assessments. and when/how will you measure its effectiveness? Assignment: You will be assigned a small group by the instructors to complete this assignment.000 master’s students and 1. how will you choose the best model appropriate for Millennial University based on your findings. Technical Instructions: Submit your paper typed. Possible constituents to consider in your model include students (undergraduate. How will you measure the current levels of service and satisfaction of these constituents (in a needs assessment).000 undergraduates. All students will complete a short reflection exercise for the assignment that asks them to evaluate what they have learned from this assignment. 12 pt font. Millennial has prided itself on having a small town feel. faculty. Evaluation Criteria: • Clarity of thought and good writing will be highly valued. the Student Leadership and Service Center. It is expected that all group members will contribute equally to the research and writing of the assignment. The decision regarding the area of focus should be made in consultation with the professor. Disability Services. Measurement of New Model. as well as provide evaluations of their own contributions and the contributions of their group members throughout the group assignment. how will you implement the new model. international students. Measurement of Current Service Levels and the University’s (or Unit Area’s) Focus on Student Development. making improvements and developing a model for the institution as a whole. Note: The PPT would be completed in addition to the paper. Selection of New Service/Student Development Model. • Ability to combine the best practices and principles discussed in the class with your own ideas • Ability to articulate your group’s research. alumni. parents. Implementation Strategy. veteran students. But times are changing… Drexel University Page 11 of 12 EDHE 520 . graduate. and the Conclusion. or you can focus on a specific division. and the title Final520). design a customer service model that provides improved service at a higher education institution while taking into consideration the need to focus on student development.g. then underscore. The major part of the assignment is a written group paper. professional). For this project. flagship institution with a faculty-to-student radio of 15:1. Note: Save your document as follows: Group1_Final520.. four-year institution of higher learning in the Midwest. double-spaced.Based on the description of Millennial University below (as a case study created by the instructors). Only one person will submit the assignment for your group through Blackboard. or many other options). given it is tucked at the base of a mountain community where most faculty and staff live near campus. The tuition is modest. and each group will have the option of providing a PPT presentation. 3.

They’re mostly concerned with making sure students have fun and leave with a degree. this year the legislature of the state is demanding its public institutions to provide performance enhancement results based on student satisfaction. and track and measure student satisfaction of their experience in hopes that the reputation of the school will improve and alumni giving will also increase. but can also apply to specific subgroups within the university. veteran students. or on a specific unit area or sub-group of students. Drexel University Page 12 of 12 EDHE 520 . I also recommend that you use additional ideas that you find in your research that can applied to fostering students’ development. students of color. In addition to encouraging you to use what you have found to be the most useful ideas from the class.Given the current budget challenges. This will involve drawing upon many of the theories and principles that we have discussed in this class. While the student services areas of Millennial seem to be serving the students’ needs. increase the freshmen and transfer classes. I suggest that you carefully consider the best practices from our discussion of assessment and case studies as you work on this assignment. the new president has clear expectations around measuring the growth of student development while providing exceptional customer service. Finally. and synthesizing them into a coherent model that also incorporates creativity. with metrics specifically geared toward measuring in and out-of-class student learning and achievement. including students with disabilities. This not only applies to student development for the entire student body. market and accept students with higher high school graduate rates and higher SAT scores. However. etc. Both facets must be enhanced and measured within the coming academic year. and who don’t necessarily value student development theory. You have been charged with serving on a Task Force to design a new student development/customer service model as outlined in this group assignment. The University’s president is being pressured to increase applications. build new residence halls to accommodate more students. transfer students. This model can focus on the university as a whole. the Student Affairs Division has many staff members who have been at the school for 10-20 years.

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