Working with College Students:

Applying Student Development Theories to Practice

Lacy N. Karpilo, Ph.D Director of Residence Life

Presentation Overview

Purpose of SD Theory

History of SD Theory

Overview of SD Theories

Theory to Practice

Discussion

Resources

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.

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.

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.

History of SD Theory

From other fields of study Human development

Developmental psychology

Organizational behavior

Counseling psychology

Social psychology

1920’s :Vocational guidance movement

1925 -1937: “Student Personnel Point of View”

1960’s: Social Scientist - Focused on how students grow and change in college.

1960’s to Present: Explosion of development theory

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)

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)

Overview Cont . . .

Generational

Examines characteristics and experiences of a generation

Strauss & Howe (Millennials – 1980 -2000)

Person-Environment

Examines how social, academic, and physical environments impact people (same environment differently)

Astin (Student involvement)

One of the Big Three

Chickering, Perry, & Kohlberg

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

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

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

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

Activity: Our Students

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”

Discussion

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,

191-194.

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 (4th 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, 65-75.

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, 1973-1987. Journal of Counseling and

Development, 67, 547-554.