Arthur Chickering\'s Seven Vectors

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Arthur Chickering\'s Seven Vectors

  1. 1. Arthur Chickering’s Seven Vectors <ul><li>Brianne Gerzevske </li></ul><ul><li>(The Artist Formerly Known as Bri Victor) </li></ul>
  2. 2. Introduction <ul><li>“ Lasting personality changes may not occur in a blinding flash.” </li></ul><ul><ul><ul><li>Revelations may be sudden, as though one has been slapped in the face. </li></ul></ul></ul><ul><ul><ul><li>Most core ideologies and perspectives develop gradually and incrementally. </li></ul></ul></ul><ul><li>The college student will be influenced. By EVERYTHING. </li></ul><ul><ul><ul><li>People </li></ul></ul></ul><ul><ul><ul><li>Events </li></ul></ul></ul><ul><ul><ul><li>Environments </li></ul></ul></ul>} Which will promote the most growth?
  3. 3. STILL NOT SURE? <ul><li>Never fear; Arthur Chickering and his Seven Vectors are here. </li></ul>
  4. 4. Developing Competence
  5. 5. Managing Emotions <ul><li>New and returning college students are NOT emotionless. </li></ul><ul><ul><ul><ul><li>Emotions must be managed, else they derail education. </li></ul></ul></ul></ul><ul><li>How? </li></ul><ul><ul><ul><ul><li>Identification and Acknowledgment </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Channeling Appropriately </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Dealing with Fears </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Heal Emotional Wounds </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Students must except that emotions, to some degree, are normal. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><li>Finding Balance, Becoming Aware, Integrating </li></ul></ul></ul></ul><ul><li>A Note on Positive Emotions </li></ul>} Note these emotions are negative!
  6. 6. Moving Through Autonomy Toward Interdependence
  7. 7. Developing Mature Interpersonal Relationships } Awareness, breadth of experience, openness, curiosity, and objectivity
  8. 8. Establishing Identity <ul><li>Depends on aforementioned vectors </li></ul><ul><li>When “the house of self is comfortable in all of its rooms.” </li></ul><ul><ul><li>What it involves </li></ul></ul><ul><ul><ul><ul><ul><li>Comfort in body-image </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Comfort in gender, sexual orientation </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Sense of self in cultural, social, and historical contexts </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Clarification of self-concept in roles and lifestyle </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Sense of self in response to feedback from valued colleagues </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Self-acceptance, self-esteem </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Personal stability, integration </li></ul></ul></ul></ul></ul><ul><ul><li>Results in a solid sense of self, when personality is owned. </li></ul></ul>} Experimentation diminishes.
  9. 9. Developing Purpose } Why do these evolve?
  10. 10. Developing Integrity <ul><li>Involves three sequential, overlapping stages </li></ul><ul><ul><ul><ul><li>Humanizing values </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Balancing self-interest with human-interest </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>A more post-modern view; “no absolutes” </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>A student’s worldview and ideologies will change; less influence. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><li>Personalizing values </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Affirming one’s own beliefs while tolerating others </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Self-determined </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><li>Developing congruence </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Matching personal values with socially responsive behavior </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>“ Practice what you preach.” </li></ul></ul></ul></ul></ul>
  11. 11. Credits <ul><li>Retrieved from: http ://www.cabrini.edu/communications/ProfDev/cardevChickering.htm </li></ul>
  12. 12. More Resources <ul><li>Chickering, A. W. (1969). Education and identity. San Francisco: Jossey-Bass. </li></ul><ul><li>Chickering, A. W. and Kytle, J. (1999). The collegiate ideal in the twenty-first century. ln J. D.Toma and A.J. Kezar (Eds.), Reconceptualizing the collegiate ideal (New directions for higher education, No. 105) (pp. 109-120) San Francisco: Jossey-Bass. </li></ul><ul><li>Chickering, A. W. and Reisser, L. (1993). Education and identity. 2nd Ed. San Francisco: Jossey-Bass. </li></ul><ul><li>Garfield, N. J. and David, L. B. (1986). Arthur Chickering: Bridging theory and practice in student development. Journal of counseling and development, 64, 483-491. </li></ul><ul><li>Evans, N. J. (1995). Theories of student development. ln S. R. Komives, D. B. Woodard, Jr. and Associates (Eds.), A handbook for the profession, 3rd Ed (pp.164-186) San Francisco: Jossey-Bass. </li></ul><ul><li>McEwen, M. K. (1995). The nature and uses of theory. ln S. R. Komives, D. B. Woodard, Jr. and Associates (Eds.), A handbook for the profession, 3rd Ed (pp.147-162) San Francisco: Jossey-Bass. </li></ul><ul><li>Ortiz, A. M. (1999). The student affairs establishment and the institutionalization of the collegiate ideal. ln J. D. Toma and A.J. Kezar (Eds.), Reconceptualizing the collegiate ideal (New directions for higher education, No. 105) (pp. 47-57) San Francisco: Jossey- Bass. </li></ul><ul><li>Schuh, J. H. (1989). A student development theory to practice workshop. Journal of counseling and development, 67, 297-298. </li></ul>

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