ENHANCING STUDENT DEVELOPMENT THROUGH INVOLVEMENTDrew Davis

Coordinator of Student Organizations

Student Life & Leadership

WHAT IS YOUR FAVORITE MEMORY FROM COLLEGE?

HISTORICAL CONTEXT OF INVOLVEMENTFrom Literary Societies to Activism to Social Justice and Beyond

WHY GET INVOLVED?

Astin's Theory of Involvement

Chickering’s Theory of Identity Development

Perry’s Theory of Intellectual and Ethical Development

Kohlberg’s Theory of Moral Development

Parks’s Theory of Faith Development

Tinto’s Theory of Student Departure

ASTIN'S THEORY OF INVOLVEMENT

Involvement requires an investment of psychosocial and physical energy

involvement is continuous, and that the amount of energy invested varies from student to student

Aspects of involvement may be qualitative and quantitative

What a student gains from being involved (or their development) is directly proportional the the extent to which were involved

Academic performance is correlated with the student involvement

Student involvement in co-curricular activities such as student organizations, leadership positions, and activity in campus residence halls has a positive correlation with retention and academics

CHICKERING’S THEORY OF IDENTITY DEVELOPMENT

Developing Competence – Intellectual & interpersonal competence, physical & manual skills

Managing Emotions – Recognize & accept emotions and appropriately express and control them

Moving Through Autonomy Toward Interdependence – Increase emotional freedom

Developing Mature Interpersonal Relationships – Develop intercultural & interpersonal tolerance, appreciate differences; create healthy, intimate relationships

Establishing Identity – (Uses the vectors before it) Acknowledge differences in identity development based on gender, ethnic background & sexual orientation

Developing Purpose – Develop career goals, make commitments to personal interests & activities, establish strong interpersonal commitments

Developing Integrity – Humanize & personalize values & develop congruence

PERRY’S THEORY OF INTELLECTUAL AND ETHICAL DEVELOPMENT

Basic Duality - Seeing the world dichotomous: good-bad, right-wrong, black-white, facts, authorities have correct answers

Multiplicity Prelegitimate - Seeing there may be other answers, facts might not always tell the truth & authority isn’t always correct

Multiplicity Legitimate but Subordinate - Know there are other answers, not living by that thought

Multiplicity Coordinate - Know and understand there are multiple answers & ways to view situations

Relativism Subordinate - Know & understand there are multiple answers & ways to view situations and start to think about supporting those opinions

Relativism - Looking at each viewpoint or answer and seeing what makes the most sense or what the right answer is for them

Commitment Foreseen - Making a commitment or trusting in the opinions of others or the viewpoints they feel are correct for them

Evolving Commitments - Revisiting those commitments and making changes when necessary

KOHLBERG’S THEORY OF MORAL DEVELOPMENT

Level 1: Preconventional Stage 1: Heteronomous Moralilty - Obeying rules to not be punished

Stage 2: Individualistic, Instrumental Morality - Follow rules if it is in their interest to do so

Level 2: Conventional Stage 3: Interpersonally Normative Morality - Living up to expectations of those to whom

one is close

Stage 4: Social System Morality - Social system is made of a consistent set of rules and procedures equally

Level 3: Postconventional or Principled Stage 5: Human Rights and Social Welfare Morality - Rightness of laws are evaluated to

promote fundamental human rights and values

Stage 6: Morality of Universalizable, Reversible, and Prescriptive General Ethical Principles - involves equal consideration of the points of view of all individuals in a moral situation

PARKS’S THEORY OF FAITH DEVELOPMENT

Adolescent Conventional – Authority bound, unqualified relativism

Young Adult – Probing commitment

Tested Adult – Tested commitment

Mature Adult – Convictional commitment

TINTO’S THEORY OF STUDENT DEPARTURE

Sources of student departure are primarily in three specific areas

academic problems

failure to integrate socially and intellectually with the culture of the college or university

low level of commitment to the college or university

Colleges and universities should create intentional opportunities for extracurricular activities, informal student interactions, and faculty/student interactions.

MULTI-INSTITUTIONAL STUDY OF LEADERSHIP

Consciousness of Self

Congruence

Commitment

Collaboration

Controversy with Civility

Citizenship

Resiliency

Involvement in College Organizations

(0) Never 4.06 4.28 4.38 4.16 4.27 3.87 3.79

(1) Once 3.86 4.1 4.23 3.96 4.15 3.65 3.76

(2) Sometimes 4 4.22 4.34 4.15 4.2 3,92 3.78

(3) Many times 4.04 4.26 4.4 4.22 4.29 4.07 3.83

(4) Much of the time

4.18 4.44 4.55 4.35 4.37 4.26 3.95

Leadership Positions in College Organizations

(0) Never 3.99 4.25 4.39 4.16 4.26 3.91 3.78

(1) Once 3.98 4.24 4.32 4.13 4.26 4.02 3.79

(2) Sometimes 4.01 4.22 4.33 4.18 4.18 4.02 3.79

(3) Many times 4.17 4.35 4.48 4.3 4.35 4.19 3.92

(4) Much of the time

4.23 4.46 4.57 4.38 4.4 4.25 4.06

HOW STUDENTS CAN GET INVOLVED AT CAROLINAStudentlife.unc.edu