STUDENT AFFAIRS AND ENROLLMENT MANAGEMENT

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STUDENT DEVELOPMENT FROM THEORY TO PRACTICE

• STUDENT AFFAIRS AND ENROLLMENT MANAGEMENT

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Learning 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

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• MASLOW

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POINTS 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

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POINTS 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.

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Maslows Hierarchy of Needs (1943)
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HOW DOES THIS APPLY TO YOU OR YOUR AREA OF
RESPONSIBILITY?
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William G. Perry

• PERRY

Born 1946 Died 1998 Fields
Psychology Institution Harvard Known for
College Student Intellectual Development
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POINTS 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

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• STAGES OF INTELLECTUAL DEVELOPMENT

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• STAGES OF INTELLECTUAL DEVELOPMENT

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HOW DOES THIS APPLY TO YOU OR YOUR AREA OF
RESPONSIBILITY?
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Arthur Chickering

• CHICKERING

Fields Education Institutions Wesleyan
University, Harvard, Columbia Known for
Identify Development models for College Aged
Students
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POINTS 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

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POINTS 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.

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Seven Vectors of Psychosocial Development in
College Students
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ANOTHER IDENTITY DEVELOPMENT THEORY
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• 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.
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HOW DOES THIS APPLY TO YOU OR YOUR AREA OF
RESPONSIBILITY?
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David Kolb

• KOLB

Born 1939 Fields Philosophy Institutions
Knox College, Harvard Known for Theory of
Experiential Learning
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POINTS 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)

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POINTS 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)

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• EXPERIENTIAL LEARNING

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• EXPERIENTIAL LEARNING

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ANOTHER STUDENT DEVELOPMENT THEORY A
Curriculum Model
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• Framework for a Student Development Curriculum
  Model Outcome Ranks of Fifty-Four Educational
  Programming Topics by Developmental Dimension

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HOW DOES THIS APPLY TO YOU OR YOUR AREA OF
RESPONSIBILITY?
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Vincent Tinto

• TINTO

Fields Education, Sociology, Philosophy Institut
ions Fordham University, Rensselear Polytechnic
Institute, The University of Chicago, Syracuse
University Known for Retention Theory
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• Tintos Student Integration Model

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• 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)
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POINTS 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

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POINTS 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.

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HOW DOES THIS APPLY TO YOU OR YOUR AREA OF
RESPONSIBILITY?
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FINAL THOUGHTS
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WHERE 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