Title: STUDENT AFFAIRS AND ENROLLMENT MANAGEMENT
1STUDENT DEVELOPMENT FROM THEORY TO PRACTICE
- STUDENT AFFAIRS AND ENROLLMENT MANAGEMENT
2Learning Outcomes
- Review specific student development theory used
throughout Student Affairs/Enrollment management
to ensure our professional staff are on the same
level of thought - We will discuss Maslow, Perry, Chickering,
Atkinson/Morton/Sue, Kolb, and Tinto/Swail - Discuss ways in which identified theories are
used in various units throughout the division
(putting theory to practice) - Identify theories or theorists we would like to
discuss in future meetings
3 4POINTS OF UNDERSTANDING
- Meeting deficiency needs
- Physiological, Safety, Love/Belonging, Esteem
- Helping students meet or understand their full
potential - Maslow identified peak experiences or high
points in individuals when the individual is in
harmony with herself or her surroundings. Self
Actualized individuals have more of these peak
moments
5POINTS OF UNDERSTANDING
- Maslow states, Self Actualization describes
the desire to become more and more what one is,
to become everything that one is capable of
becoming.
6Maslows Hierarchy of Needs (1943)
7HOW DOES THIS APPLY TO YOU OR YOUR AREA OF
RESPONSIBILITY?
8William G. Perry
Born 1946 Died 1998 Fields
Psychology Institution Harvard Known for
College Student Intellectual Development
9POINTS OF UNDERSTANDING
- Focused on student intellectual development and
addresses some of the cognitive and emotional
needs of our students (to challenge them to
nurture their growth) - Perry had a fateful curiosity about the ways in
which so many of his students succeeded in not
learning that which he was teaching them so
well. - Identified strategies to help students move
through the levels he labeled - Provide appropriate balance of challenge and
support - Assign open-ended real world problems
- Small group work exposes them to multiple ideas
- Model the type of thinking being sought
- Provide supportive feedback with respect at all
levels
10- STAGES OF INTELLECTUAL DEVELOPMENT
11- STAGES OF INTELLECTUAL DEVELOPMENT
12HOW DOES THIS APPLY TO YOU OR YOUR AREA OF
RESPONSIBILITY?
13Arthur Chickering
Fields Education Institutions Wesleyan
University, Harvard, Columbia Known for
Identify Development models for College Aged
Students
14POINTS OF UNDERSTANDING
- Chickering focused most of his work on college
aged students 18-24 and focused primarily on
identity development - Vectors were stages (not necessarily linear but
progressive in nature) - The vectors help identify student and
faculty/staff relationship needs as well as the
role of the student within communities
15POINTS OF UNDERSTANDING
- Chickering argued that educational environments
exert powerful influences on student development - Institutional objectivesconsistency in goals,
messages, policies, programs, etc - Institutional sizeconnectedness with student
life and satisfaction with the college experience - Student/Faculty/Staff relationships
- Curriculummeets diverse perspectives process of
learning is just as important as curricular
content - Teachingactive learning
- Friendships and Communitiesdiverse and
interaction - Student Development programs and
servicesrecommends that administrators of
student programs and services redefine themselves
as educators.
16 Seven Vectors of Psychosocial Development in
College Students
17ANOTHER IDENTITY DEVELOPMENT THEORY
18- Minority Identity Development
Atkinson, D.R. Morten, G. Sue, D.W. (Editors)
(1998). Counseling American Minorities A Cross
Cultural Perspective (5th Edition). McGraw. Hill
Company.
19HOW DOES THIS APPLY TO YOU OR YOUR AREA OF
RESPONSIBILITY?
20David Kolb
Born 1939 Fields Philosophy Institutions
Knox College, Harvard Known for Theory of
Experiential Learning
21POINTS OF UNDERSTANDING
- Experiential Learning addresses different
learning styles, thereby enhancing our ability to
provide appropriate challenge and support - Learning styles defined as a habitual way of
responding to a learning environment - Four stage process
- Concrete Experience (feeling)
- Reflective Observation (watching)
- Abstract Conceptualization (thinking)
- Active Experimentation (doing)
22POINTS OF UNDERSTANDING
- Group based applications (we dont think in a
vacuum and the differing thoughts or diversity of
groups will create more effective learning) - Kolb Theory is often compared to a counseling
modelopen minded to a client without bias
observe the client and reflect theories or
hypothesis are formed based on reflection test
hypothesis by intervening or not experience
consequences and start over. - His theory has staffing implications as well
(Strengths Quest thought)
23 24 25ANOTHER STUDENT DEVELOPMENT THEORY A
Curriculum Model
26- Framework for a Student Development Curriculum
Model Outcome Ranks of Fifty-Four Educational
Programming Topics by Developmental Dimension
27HOW DOES THIS APPLY TO YOU OR YOUR AREA OF
RESPONSIBILITY?
28Vincent Tinto
Fields Education, Sociology, Philosophy Institut
ions Fordham University, Rensselear Polytechnic
Institute, The University of Chicago, Syracuse
University Known for Retention Theory
29- Tintos Student Integration Model
30- Swails Geometric Model of Student Persistence
and Achievement
- Academic Rigor
- Quality of Learning
- Aptitude
- Content Knowledge
- Critical Thinking Ability
- Technology Ability
- Study Skills
- Learning Skills
- Time Management
- Academic-related extracurricular activities
- Financial Issues
- Educational Legacy
- Attitude toward learning
- Religious Background
- Maturity
- Social Coping Skills
- Communication Skills
- Attitude toward others
- Cultural Values
- Expectations
- Goal commitment
- Family Influence
- Peer Influence
- Social Lifestyle
Financial Aid, Academic Services, Student
Services, Recruitment and Admissions, and
Curriculum and Instruction
Swail, Redd, and Perna, (2003)
31POINTS OF UNDERSTANDING
- Researchers describe many reasons for leaving
college as well as student characteristics of
non-persisters. According to Tinto, academic
reasons represent only 20-30 of all college
leavers nationally in the US. The remaining
70-80 of students who are not retained leave for
the following reasons (1993) - Adjustment
- Goals
- Commitment
- Finances
- Integration and community membership
- Incongruence
- Isolation
32POINTS OF UNDERSTANDING
- Tinto (1993)Persistence to graduation and
departure are directly influenced by
institutional commitment (motivation to graduate
from a specific institution) and goal commitment
(motivation to earn a college degree). - Tinto (1993), in highlighting the importance of
institutional fit, focused student affairs
practitioners attention on what they could do to
help the transition between membership in one of
many communities on campus.
33HOW DOES THIS APPLY TO YOU OR YOUR AREA OF
RESPONSIBILITY?
34FINAL THOUGHTS
35WHERE DO WE GO FROM HERE?
- What are some theorists that you identify in your
areas that we can all learn? - What do we do with this information?
- Putting Theory To Practice