Purpose of This Guide
This library guide (or "libguide") is intended to support the course purpose and projected outcomes as stated in the syllabus for ECPY 664: College Student Sub-Cultures. In particular, it seeks to assist students in this course with accomplishing objectives 2 and 3:
"2. Evaluate the strength and clarity of existing research;
3. Develop independent, scholarly research on specific student groups."
While this guide attempts to facilitate student success in the accomplishing the Student Subculture Engagement Paper (Hallmark Assessment Task), much of the content provided here can also be applied for other assignments and scholarly pursuits.
Getting Started
Please complete this brief start of session survey:
HAT Requirements As Stated In Syllabus
Required components of the Student Subculture Engagement Paper
Research Prospectus: You will need to explain what is the problem, your student subculture of focus, why this student subculture (why does it matter to explore this student subculture?). Please include a research question. This will be discussed with peers during class in small groups.
Review of Literature: This literature review will include two sections, one on engagement and the other on barriers to engagement. Students will need to draw from at least 10 sources (preference toward peer-reviewed journal articles). Students should also, identify and synthesize trends, patters and gaps in existing literature related to your selected student sub-culture. Students will bring drafts of their literature to class for peer review.
Intervention Program: Based on the trends, patterns and gaps in the literature, students will develop an intervention program that supports the engagement their student subculture. For this intervention program, students should consider what forms of engagement are not being offered to their selected student subculture. For example, campuses might have created a brotherhood program that offers space for Black men to make connections with each other, however that same organization might not support the development of progressive masculinity for Black men—a gap in the engagement literature on Black men. The idea here is to use the gaps found in the engagement and barriers to engagement, to help you craft a program that engages, develops and supports students in ways campus communities have not already.
While explaining their intervention program, students are expected to be thorough. That is students must (1) describe what individuals (e.g., students, student groups, administrators) on a given campus and why these individuals would be involved in this program, (2) how the program functions or what are the major components that make up this program, (3) what materials such as funding is needed for this program to be successful and why and finally (4) what outcome do you project for the program? Put differently, what will the students gain from this program? These programs must be designed sustainable, long-term projects not one-off events.
For More Information and Assistance
Students with questions about aspects of the assignment should consult their professor, who can best clarify.
Students needing assistance with research reported related to the assignment can contact a librarian.
Wrapping Up
At the end of session, please complete this brief reflection:
Meet Your Librarian
