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![References
Astin, A. W. (1999). Student Involvement: A Developmental
Theory for Higher Education. Retrieved from
https://www.middlesex.mass.edu/ace/downloads/astininv.pdf
Duboc, J. (2012). Brain and gears. [Digital Image].
Retrieved from
https://www.flickr.com/photos/duboc/7896404652/ through
Creative Commons
Karpilo, L. N. (n.d. ). Working with College Students:
Applying Student Development Theories to Practice.
Retrieved from
http://www.uaa.alaska.edu/studentaffairs/upload/Student-
Development-Theory-final-version.pdf
MBTI Types. (n.d.). MBTI Types [Digital Image]. Retrieved
from http://media.tumblr.com/tumblr_lre577XEJJ1qdxbty.jpg
Northern Illinois University. (n.d.). A Brief Introduction to
Student Development Theory. Retrieved from
http://www.niu.edu/engagedlearning/themed_learning/A%20B
rief%20Introduction%20to%20Student%20Development%20
Theory.pdf](https://image.slidesharecdn.com/3714f6c1-ac4d-44c6-834b-62c3127c163c-160211055250/75/Fox_EDU644_Student-Development-Theory-12-2048.jpg)
Uploaded byCheryl Fox, M.S., M.Ed. (2015)
Fox_EDU644_Student Development Theory
This document provides an overview of student development theory, including its history and key frameworks. It discusses four main theories: psychosocial, cognitive-structural, typology, and person-environment. As examples, it outlines Chickering's seven vectors of identity development, Perry's stages of intellectual development, Myers-Briggs typology indicators, and Astin's theory of student involvement. The presentation aims to give a brief definition and background of student development theory.
Fox_EDU644_Student Development Theory
- 1. Student Development Theory CherylFox EDU 644.90 Dr. Gregory Nayor
- 2. Introduction This presentationwill provide a brief definition and history of Student Development Theory. It will then discuss four main theories: Psychosocial, Cognitive-structural, Typology, and Person-environment. Several examples of various theories will be highlighted.
- 3. Student Development & Theory Way a student grows, progresses, increases his/her developmental capabilities ◦ Result of enrollment in higher ed. institution 3 types of development: ◦ Change ◦ Growth ◦ Development Theory(Northern Illinois University, n.d.) (Walker, M. , 2008)
- 4. History Before the60’s ◦ Loco parentis Foundational theories began in 60’s (Walker, M. , 2008)
- 5. Theories Psychosocial Cognitive-structural Typology Person-environment (Walker, M. , 2008) Figure 1. Brain and gears (Duboc, J., 2012) https://www.flickr.com/photos/duboc/7896404 652/
- 6. Psychosocial Examine individual’spersonal and interpersonal lives Sequence of tasks/stages confronted by adults when biology & psychology converge Chickering (1969) – 7 vectors: Theory of Identity Development Erikson (1959) – LifeSpan Model: 8 development crises (Walker, M. , 2008)
- 7. Chickering’s 7 Vectors 1.Developing competence 2. Managing emotions 3. Moving through autonomy toward interdependence 4. Developing mature interpersonal relationships 5. Establishing identity 6. Developing purpose 7. Developing integrity (Walker, M. , 2008)(Karpilo, L. N. , n.d.) (Troup, P. , n.d.) http://studentdevelopmenttheory.weebly.com/chickering.htm Figure 2. A. Chickering. Student Development The
- 8. Cognitive-Structural Examine changesin way people think How people grow cognitively and intellectually Perry (1968) – 4 stages (9 positions) Theory of Intellectual & Ethical Development Kohlberg (1950’s) – 3 levels (6 stages) Theory of Moral Development (Walker, M. , 2008)
- 9. Perry’s Cognitive Theoryof Student Development Dualism Multiplicity Relativism Commitment to relativism http://studentdevelopmenttheory.weebly.com/perry.ht ml (Northern Illinois University, n.d.) Figure 3. W. Perry. Student Development The
- 10. Typology Examine individualdifferences in how people view and relate to the world Not developmental Myers-Briggs Type Indicator (1960) Student Development Theory. http://studentdevelopmenttheory.weebly.com/meyers-- briggs.html (Northern Illinois University, n.d.) (Walker, M. , 2008) Figure 4. Myers-Briggs & Briggs (http://media.tumblr.com/tumblr_lre577XEJJ1qdxbty.jp Figure 5. MBTI types.
- 11. Person-Environment Relationship betweenthe environment and the student Astin – Involvement Theory (1984) (Astin, A. , 1999)Student Development Theory http://studentdevelopmenttheory.weebly.com/astin.ht (Northern Illinois University, n.d.) Figure 6. A. Astin.
- 12. References Astin, A.W. (1999). Student Involvement: A Developmental Theory for Higher Education. Retrieved from https://www.middlesex.mass.edu/ace/downloads/astininv.pdf Duboc, J. (2012). Brain and gears. [Digital Image]. Retrieved from https://www.flickr.com/photos/duboc/7896404652/ through Creative Commons Karpilo, L. N. (n.d. ). Working with College Students: Applying Student Development Theories to Practice. Retrieved from http://www.uaa.alaska.edu/studentaffairs/upload/Student- Development-Theory-final-version.pdf MBTI Types. (n.d.). MBTI Types [Digital Image]. Retrieved from http://media.tumblr.com/tumblr_lre577XEJJ1qdxbty.jpg Northern Illinois University. (n.d.). A Brief Introduction to Student Development Theory. Retrieved from http://www.niu.edu/engagedlearning/themed_learning/A%20B rief%20Introduction%20to%20Student%20Development%20 Theory.pdf
- 13. References Student DevelopmentTheory. (n.d.). Student Development Theory. Retrieved from http://studentdevelopmenttheory.weebly.com/ astin.html Student Development Theory. (n.d.). Student Development Theory. Retrieved from http://studentdevelopmenttheory.weebly.com/ chickering.html Student Development Theory. (n.d.). Student Development Theory. Retrieved from http://studentdevelopmenttheory.weebly.com/
- 14. References Student DevelopmentTheory. (n.d.). Student Development Theory. Retrieved from http://studentdevelopmenttheory.weebly.com/perry.html Troup, P. (n.d.). Understanding Student Development Theories as Multicultural Teaching & Learning Resources. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source= web&cd=8&cad=rja&uact=8&ved=0CFYQFjAH&url=http%3A %2F%2Fwww1.umn.edu%2Fohr%2Fprod%2Fgroups%2Fohr %2F%40pub%2F%40ohr%2F%40ctl%2Fdocuments%2Fass et%2Fohr_asset_097639.doc&ei=CKUhVcDYAszVsAWGvYH QCQ&usg=AFQjCNFrrpJ20C3jy7T5Z0FvwzhAGQ2a6w&bvm =bv.89947451,d.eXY Walker, M. (2008). Working with College Students & Student Development Theory Primer. Retrieved from http://uncw.edu/studentaffairs/pdc/documents/StudentDevelo pmentTheorybyM.Walker.pdf
Editor's Notes
- #2 Student Development Theory.
- #3 This presentation will provide a brief definition and history of Student Development Theory. It will then discuss four main theories: Psychosocial, Cognitive-structural, Typology, and Person-environment. Several examples of various theories will be highlighted.
- #4 Student Development Theory is the way a student grows, progresses, or increases his/her developmental capabilities as a result of enrollment in a higher education institution. There are three types of growth considered: 1) Change: which is an altered state and can be positive or negative and progressive or regressive, 2) Growth: which is an expansion and may be positive to negative, 3) Development: which is positive growth only. The theory itself is useful in that it helps to provide qualitative and quantitative data to Student Affairs professionals to help students show where students are on a developmental continuum (where they currently ARE, and where they are heading). In a nutshell, theory can help describe, explain, predict, and/or control student development. These theories help faculty and staff to address the WHOLE person when working with a student – not only the academic side, but the co-curricular side as well (how the student develops “out” of class as well) to help them prepare for life during and after college. Not only that, personnel can then structure academic programs and design educational experiences based on the type of students they have enrolled. It should be noted that these are only theories and not absolute fact, and thus should only be used as guides. Not every theory is applicable for every student in every situation and should be adjusted accordingly.
- #5 Foundational theories of student affairs began in the 1960’s when college students evolved from clients to consumers. Before the 70’s “student affairs” consisted mainly of a few athletic programs and some administrators who acted as surrogate parents (loco parentis) enforcing rules around campus. In the 60’s, however, institutions began to see drug abuse, sexual violence, race relations and other very controversial issues and administration needed to hire professionals to deal with controlling these issues and helping students get the help they needed. Student Affairs offices and departments exploded all over campuses, and thus researchers began to study how the student would evolve or progress on the campus environment.
- #6 There are many different Student Development theories out there. I have chosen to focus on four main theories for this presentation. They are: 1) Psychosocial, 2) Cognitive-structural, 3) Typology, and 4) Person-environment.
- #7 The Psychosocial Theories examine the individual’s personal and interpersonal lives. They take into consideration the sequence of tasks or what are called stages when a person’s biology and psychology converge. Two main researchers who are associated with the Psychosocial Theories of Student Development are Arthur Chickering and Erik Erikson. Chickering’s Theory was developed in 1969 (and modeled it after Erikson) and consists of 7 vectors or developmental tasks that students must go through to help them form an identity. These vectors have both direction and magnitude. Erikson was considered to be the forefather of psychosocial development and his LifeSpan Model consists of 8 stages of development or development crises – which span the entire age of a person’s life.
- #8 Though, both Chickering and Erikson’s models are important for Student Development Theory, only Chickering’s 7 Vectors will be highlighted here since it is one of the most widely known and applied. Chickering’s 7 Vector model says that no two individuals will work through the vectors in the same way. The vectors are not hierarchical in nature. Taking in concert all seven vectors presents a snapshot to the advisor on the student’s current state of being. The seven vectors are: 1) Developing Competence such as intellectual, physical, and manual skills, as well as interpersonal competence, 2) Managing Emotions where a student begins to develop an awareness and acceptance of his/her emotions, 3) Moving through autonomy toward interdependence is a functioning with self-sufficiency and self-direction and becoming more independent and less of a need of the approval of others, 4) Developing mature interpersonal relationships consists of not only a tolerance and appreciation for differences but a capacity for intimacy, 5) Establishing an identity means clarifying one’s concepts concerning: the body, appearance, and sex identification roles and behaviors. The process also involves knowing just what type of person the student wants to become and how they want to fit into the world. 6) Developing purpose speaks to what the students wants to do about family, a job, and other personal interests, and 7) Developing integrity talks about a personally valid set of beliefs and values that provide a guide to behavior and emotions.
- #9 The Cognitive-Structural Theories examine more about the changes in the way people think not so much as what they think. In other words, these theories explain how students interpret and make meaning out of their experiences. They also focus on how people grow cognitively and intellectually. Two of the most famous researchers in this area are William Perry and Lawrence Kohlberg. Kohlberg’s Theory of Moral Development, developed in the 50’s, relied on many aspects of Jean Piaget’s child development theory from the 30’s. It consists of three level of hierarchical progression. The more widely known, perhaps, is Perry’s Theory of Intellectual and Ethical Development (also known as the Cognitive Theory of Student Development), which was developed in 1968. It describes how students perceive and organize knowledge and how students develop cognitively.
- #10 Perry’s Cognitive Theory of Student Development is broken down into four main areas: 1) Dualism, 2) Multiplicity, 3) Relativism, and 4) Commitment to relativism. 1) Dualism describes how students view the world dichotomously – just black and white/ right and wrong, and assume authorities (teachers) have all the answers. At this stage, students have trouble with comparing and reflecting. 2) At the Multiplicity stage, students believe multiple alternatives are now acceptable and that their peers could now be just as correct as their instructors. 3) in the Relativism stage, students recognize the need to support their opinions and context is taken into account so that analysis and synthesis of material can occur. 4) When students Commit to relativism, they learn to tolerate ambiguity and make their own choices in a contextual world. This allows them to develop a personal set of values and make choices in the absence of complete information. Instructors can use this information to help them design courses such that they start out with a dualism structure in the beginning of the course, while seguing into a relativistic style near the end. This way students can begin to learn how to back up their own opinions, and make statements and conclusions without having all of the information at hand.
- #11 Typology Theories examine the individual differences in how people view and relate to the world. Typologies are not developmental! They are simply used to observe innate individual differences, as well as gauge choice of major and potential career interests – which is very important for academic advisors. The most famous Typology “model” is the Myers-Briggs Type Indicator (MBTI) Personality Inventory, which is based on Carl Jung’s theory of psychological types. It was originally published in the 1960’s, but has since undergone several changes. There are four different dichotomies that further break down into 16 different personality subtypes which can be seen in Figure 5 on the lower right-hand side of this slide. The first distinction is between the extroverts (E) – those who are social - and introverts (I) – those who mainly keep to themselves. Sensing (S) deals with those who receive information through their five senses, whereas intuition (N) refers to those who seek patterns that present themselves in information. Some people base their decisions on thinking (T), while others do so on feeling (F). Lastly, when dealing with event structure, some people prefer to have things planned, which refer to judging (J), while others are more spontaneous which refer to perceiving (P). Putting all of the combinations together will give you 16 different types of personalities. These are in no way absolute, but can be used as a guide to help students hone in on what type of person they are, such that it can help them with preparing assignments, for example, and possibly lead them to look for a career down the road after graduation.
- #12 Person-environmental Theories deal with the relationship between the environment and the student. Alexander Astin posited his Involvement Theory in 1984 where he stated that for growth and learning to occur, students must be engaged in their environment. What’s more is that the amount of learning and personal development that occurs is directly proportional not only to the quantity but the quality of a student’s involvement on a campus environment. I.E. – the more a student is involved, the more learning and personal development that takes place. Involvement refers not only to physical energy invested, but psychological energy as well. This is important for Student Affairs professionals, as the effectiveness of any policies that are enacted is directly related to the capacity of that policy to increase student enrollment.
- #13 See attached References.
- #14 See attached References.
- #15 See attached References.