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Seven-Layer Dip: College Student Development and the

Stages of Critical Thinking

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Dr. Kriss Boyd, Executive Director

Mr. Adrian Garza, Senior Adv. I

Ms. Amy Connolly, Senior Adv. I

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Developmental Processes Relevant to College Students:

1. Chickering’s Seven Vectors of Identity Development

2. Super’s Theory – Five Stages of Career Development

3. Holland’s Theory – Six Types of Work Environments

4. Lorin Anderson’s revision of Bloom’s Taxonomy

5. Kohlberg’s Theory – College Student Moral Development

6. Seven Stages of Critical Thinking

7. Steele’s Five That Help College Students Make Good Decisions

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Chickering’s Seven Vectors of Identity Development:

Developing competence Managing emotions Moving through autonomy toward interdependence Developing mature interpersonal relationships Establishing identity Developing purpose Developing integrity

http://www.cabrini.edu/communications/ProfDev/cardevChickering.html

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Super’s Theory – Five Stages of Career Development:

Growth: Birth-14 Exploration: 15-24 Establishment: 25-44 Maintenance: 45-64 Decline: 65+

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Relevant Subsets of Exploratory Stage:

Age Tasks

14-18 Plan a tentative vocational goal

18-21 Firm the vocational goal

21-24 Training and initial employment

http://taracat.tripod.com/careertheory1.html

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Holland’s Theory – Six Types of Work Environments:

Realistic Investigative Artistic Social Enterprising Conventional

http://www.careerkey.org/choose-a-career/hollands-theory-of-career-choice.html

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Lorin Anderson’s revision of Bloom’s Taxonomy of Knowledge:

Remember Understand Apply Analyze Evaluate Create

http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/

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Kohlberg’s Stages of Moral Development:

Level 1: Preconventional

Stage one: Heteronomous Morality

- Children obey rules to avoid being punished

Stage two: Individualistic, Instrumental Morality

- A child follows rules that benefit the person, but begins to compromise for other’s needs

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Kohlberg’s Stages of Moral Development:

Level II: Conventional

Stage Three: Interpersonally Normative Morality

- Student models ‘good behavior’ of important people.

Stage Four: Social System Morality

- Behavior reflects duty to a society in which morals are established by the people.

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Kohlberg’s Stages of Moral Development:

Level III: Post-conventional or Principled

Stage Five: Human Rights and Social Welfare Morality

- Student promotes fundamental human rights and welfare for all.

Stage Six: Morality of Universalizable, Reversible, and Prescriptive General Ethic Principles

- There is equal consideration of others and self.

http://studentdevelopmenttheory.wordpress.com/morality/

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Critical Thinking as Defined by the National Council for Excellence in Critical Thinking, 1987

Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection,

reasoning, or communication, as a guide to belief and action.

https://www.criticalthinking.org/pages/defining-critical-thinking/766

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Sheffield and Rubenfeld discussed the following stages of Critical Thinking:

1. Analyzing

Separating or breaking a whole into parts to discover their nature, function and relationships

2. Applying Standards

Judging according to established personal, profession or social rules or criteria

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Stages of Critical Thinking:

3. Discriminating

Recognizing differences and similarities among things or situations and distinguishing carefully as to category or

rank

4. Information Seeking

Searching for evidence, facts or knowledge by identifying relevant sources and gathering objective, subjective,

historical and current data from those sources

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Stages of Critical Thinking:

5. Logical Reasoning

Drawing inferences or conclusions that are supported in or justified by evidence

6. Predicting

Envisioning a plan and its consequences

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Stages of Critical Thinking:

7. Transforming Knowledge

Changing or converting the condition, nature, form, or function of concepts among contexts

B.K. Scheffer and M.G. Rubenfeld, Critical Thinking: What Is It and How Do We Teach It?, Current Issues in Nursing, J.M. Grace, Rubl, H.K. (2001).

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Five phases George Steele listed to help students make good decisions with suggestion actions that will encourage growth in critical thinking skills:

1. Open the interview

- Ask about the student’s comfort

- Acknowledge that change/growth takes work

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Steele’s Five Phases:

2. Identify the problem

- Ask what may be required to make desired progress

- Discuss pros and cons of choices

- Discuss the students’ strengths and weaknesses related to choices

3. Identify possible solutions

- Encourage the student to do the research to identify the range of options

- Ask the student to identify a timeline for completion

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Steele’s Five Phases:

4. Take action

- Encourage the student to identify incremental goals

- Set a time/date for a follow-up appointment for the student to discuss progress

5. Summarize the transaction

- Ask the student to repeat the plan for addressing #3 and 4

http://www.nacada.ksu.edu/Resources/Clearinghouse/View/Articles/Decision-Making.aspx