Working with College Students: Applying Student Development Theories to Practice. Lacy N. Karpilo, Ph.D Director of Residence Life

Transcription

1 Working with College Students: Applying Student Development Theories to Practice Lacy N. Karpilo, Ph.D Director of Residence Life

2 Presentation Overview Purpose of SD Theory History of SD Theory Overview of SD Theories Theory to Practice Discussion Resources

3 What we stand for... Student Affairs Mission Statement Together we provide an environment for our diverse student population to reach their greatest potential through inspiration, accessibility, and support. Student Affairs Overview UAA Student Affairs departments and staff are committed to providing student-centered services and programs that support students' academic and social integration into the UAA community, engage students in active learning, and foster the growth and development of each student.

4 What is Student Development? How students grow, change, and learn Environmental influences the ways that a student grows, progresses, or increases his or her development capabilities as a result of enrollment in an institution of higher education ~ Rodgers, 1990.

5 Purpose of Theory Informal theories Theoretic base for knowledge, expertise, and practice Creates a common language (community of scholars) Describe, explain, predict, and control enables student affairs professionals to proactively identify and address student needs, design programs, develop policies, and create healthy college environments that encourage positive growth in students ~ Evans, Forney, & Guido-DiBrito, 1998.

6 History of SD Theory From other fields of study Human development Developmental psychology Organizational behavior Counseling psychology Social psychology 1920 s :Vocational guidance movement : Student Personnel Point of View 1960 s: Social Scientist - Focused on how students grow and change in college s to Present: Explosion of development theory

7 Overview of Theories Typology Examines individual differences in how people view and relate to the world Myers-Briggs (E/I N/S T/F P/J 16 patterns) Holland (vocational personalities and work environments six personality types) StrengthsQuest (positive psychology Themes) Psychosocial Examines individuals personal and interpersonal lives Chickering (Seven vectors of development) Erickson (Eight development crises)

8 Overview Cont... Cognitive-Structural Examines the changes in the way people think Perry (scheme of intellectual and ethic development) Kohlberg (theory of moral development) Gilligan (different voice model) Identity Examines the complexities of race, class, gender, sexual orientation in personal and social development Cross (African American identity formation) Helms (White racial identity development) Fassinger & Miller (Lesiban and gay identity formation)

9 Overview Cont... Generational Examines characteristics and experiences of a generation Strauss & Howe (Millennials ) Person-Environment Examines how social, academic, and physical environments impact people (same environment differently) Astin (Student involvement)

10 One of the Big Three Chickering, Perry, & Kohlberg

11 Chickering & Reisser (1993) The Seven Vectors Developing Competence Intellectual, physical and manual skills, and interpersonal competence Managing Emotions Develop awareness and acceptance of emotions Moving Through Autonomy Toward Interdependence Function with self-sufficiency and self direction Developing Mature Interpersonal Relationships Tolerance and appreciation of differences Capacity for intimacy

12 Chickering Continued... Establishing Identity Comfort with body and appearance Comfort with gender and sexual orientation Sense of self in a social, historical, and cultural context Clarification of self concept through roles and lifestyle Sense of self in response to feedback from valued others Self acceptance and self-esteem Personal stability and integration Developing Purpose Vocational plans and aspirations Personal interests Interpersonal and family commitments Developing Integrity Humanizing values - shift from literal belief in absoluteness of rules Personalizing values set of personal guidelines Developing congruence behavior consistent with personalized values

13 Theory to Practice Uniqueness of each student Interconnected theories Environmental factors Kind and size of institution Curriculum Faculty and teaching methods Student peers Models Bridge between theory and practice Procedural Model (way of accomplishing a practice) Evan (1987) - using a variety of strategies Process Model (series of action steps) Knefelkamp, Golec, and Wells (1985) 11 step model

14 Practice to Theory to Practice (Knefelkamp, Golec, & Wells, 1985) Practice Identifying concerns that need to be addressed Determining desired goals and outcomes Description Investigating theories that may be helpful in understanding the issue and achieving the desired goal Analyzing relevant student characteristics from the perspective of the theories identified Analyzing characteristics of the environment associated with the issues from the perspective of identified theories Translation Identifying potential sources of challenge and support, taking into account both student and environment characteristics, and recognizing factors that produce balance Prescription Reexamine goals and outcomes in light of the theoretical analysis Designing the intervention using methods that will encourage achievement of goals Practice Implementing the intervention Evaluating the outcomes of the intervention Redesigning the intervention if necessary

15 Activity: Our Students

16 Final Thoughts Don t accept theories with out question Consider the whole student Be careful to not use labels Facilitate growth in students Expand and add to knowledge base to improve student affairs practice Collaboration with academic and student affairs SD provides guidance toward enhancing student learning and personal development When your only tool is a hammer, every problem looks like a nail

17 Discussion

18 Resources/References Astin, A. W. (1993). What matters in college? San Fransciso: Jossey-Bass. Chickering A., & Reisser, L. (1993). Education and identity. San Francisco: Jossey-Bass. Chickering, A., & Gamson, Z. (1991). Applying the seven principles for good practice in undergraduate education. San Francisco: Jossey-Bass. Evans, N.J (1987). A framework for assisting student affairs staff in fostering moral development. Journal of Counseling and Development, 66, Evans, N.J., Forney, D.S., Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass. Howe, Neil; Strauss, William (2008). Millennials Go to College: Strategies for a New Generation on Campus (2nd ed.). Great Falls: LifeCourse Associates. Komives, S.R., & Woodard, Jr. (2003). Student services: A handbook for the profession (4 th ed.). San Francisco: Jossey-Bass. Moore, L. (1990). Evolving theoretical perspectives on students. San Francisco: Jossey-Bass. Pascarella, E.T., & Terenzini, P.T (2005) How college affects students. San Franscicso: Jossey-Bass. Person, D.R., Ellis, P, Plum, C. & Boudreau, D. (2005). Using theory and research to improve student affairs practice: Some current examples. New Directions for Community Colleges, 131, Silverman, S., & Casazza, M. (2000). Learning and development: Making connections to enhance teaching. San Francisco: Jossey-Bass. Thrasher, F., & Bloland, P. (1989). Student development studies: A review of published empirical research, Journal of Counseling and Development, 67,