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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)
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
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”
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.