This presentation is to educate professional and graduate staff on theories that directly impact collegiate success of first year college students.

1. GENESIS PRESENTS

2. • Student Development - Is a conglomerate of theories that refers to the body
of educational psychology which theorizes how students gain knowledge in
post-secondary educational environments.

3. Chickering’s – Edward Kincheon
Typology – Johnny Kimbrough
Bloom’s Taxonomy of Learning – Kameron Whitfield
Maslow’s Hierarchy of Needs – Anthony Hawkins

4. STUDENT AFFAIRS REALM AND ITS
THEORIES
Life Span Model
Cognitive-Structural Theories

5. ARTHUR CHICKERING (1969)
More for Kincheon

6. OF IDENTITY DEVELOPMENT
• Used to help those TRIDITIONAL COLLEGE-AGED (18-23)
student Seven (7) vectors that explain the “tasks” that
students must go through while developing their own
unique identity:
1. Developing Competence
2. Managing Emotion(s)
3. Moving Through Autonomy Towards Independence
4. Developing Mature Interpersonal Relationships
5. Establishing Identity
6. Developing Purpose
7. Developing Integrity

7. VECTORS 1-3
Example:
Learning a new skills & gaining new
knowledge.
Managing Emotions
Example:
Student struggling with coping with
death of a friend/classmate.
Being away from home.
Relationship break-up
Independence
Example:
Student who always consults with
parents before a decision.
Developing
Competence

8. VECTORS 4-6
Interpersonal
Relationships
Example:
Student struggling with meeting new
people, branching out, stepping out of ones
own comfort zone.
Deciding if a friendship is toxic or positive
Identity
Example:
Student Struggling with who they are,
-Sexuality
-Societal Placement
-Religious Belief
-Who am i…
Purpose
Example:
Career Assessment
Choosing the right Major
Getting involved

9. VECTOR 7
Example:
• -Stepping to speak up
Integrity

10. ?
consist of stages that students
progress through; there are a total of 8 stages but the first 6 are most important to
the development of the student:
– Trust vs. mistrust (Age: 0 to 1½ & Basic Virtue: Hope)
– Autonomy vs. shame (Age: 1½ to 3 & Basic Virtue: Will)
– Initiative vs. guilt (Age: 3 to 5 & Basic Virtue: Purpose)
– Industry vs. inferiority (Age: 5 to 12 & Basic Virtue: Competency)
– Ego Identity vs. Role Confusion (Age: 12 to 18 & Basic Virtue: Fidelity)
– Intimacy vs. isolation (Age 18 to 40 & Basic Virtue: Love)

11. According to: Forney and Guido-DiBrito

12. :
Indicates psychological preferences
in how people perceive the world
around them and make decisions
Examines both people’s interests and
the characteristics of the work
environment.
A general casual model that includes
more explicit consideration of both
an structural characteristics and its
general environment.
: indicates that more students are involved on campus, the
more they persist in terms of academic success leads to them being satisfied with the
campus climate
: theorizes that students enter college or university
with varying patterns of personal, family and academic characteristics and skills, including
initial dispositions and intentions with respect to college attendance and personal growth.
These are modified and reformulated on a continuing basis due to interactions with the
institutional structure: Campus, peers, instructors..etc.

13. W-CURVE:
• Honeymoon period- Initial arrival period
on campus.
• Culture shock period- Discomfort with
ones new environment
• Initial adjust period- Adaptation and
adjustment period.
• Mental isolation period- Loneliness
often accompanied with academic
challenges.
• Acceptance and Integration period-
Stable adjustment and comfort with
ones total campus environment.

14. • As our students change, we have to adapt to the new style of individual that
we have to encounter. Each year, we have something new. I can honestly
say that our students are never the same. Year in, and out. One our most
difficult tasks as Learning Community Coordinators is adjusting to what’s new
with them. One of our best combatants is out ability to communicate with
each other as a staff. Once an issue has been addressed in a building we
always tell each other to look out for it.
• Subconsciously we utilize these theories on a daily basis. Without even
thinking about it we have the ability to apply either of these theries to an
issue that we’ll have in a building.

16. WHAT IS BLOOMS TAXONOMY???
Created by Dr. Benjamin Bloom to promote forms of thinking in education, such as analyzing
and evaluating concepts, processes, procedures and principles in 1956.
Bloom’s Taxonomy 1956
Bloom’s of Learning 2001

17. A CLOSER LOOK BLOOM’S
Factual
• Remembering
• Recall or retrieve previous learned
information.
• Understanding
• Comprehending the meaning,
translation, interpolation, and
interpretation of instructions and
problems. State a problem in
one's own words.
Application
• Application
• Use a concept in a new situation
or unprompted use of an
abstraction. Applies what was
learned in the classroom into
novel situations in the work place.
Conceptual
• Analyzing
• Separates material or concepts
into component parts so that its
organizational structure may be
understood. Distinguishes
between facts and inferences.
• Evaluation
• Make judgments about the value
of ideas or materials.
• Creating
• Builds a structure or pattern from
diverse elements. Put parts
together to form a whole, with
emphasis on creating a new
meaning or structure.

18. BLOOMS IN STUDENT DEVELOPMENT
Student Development
• Factual
• Acquainted with established
expectations of college life.
• Understanding of rules and
regulations.
• Ability to think critically and
execute problem solving.
• Application
• Ability to understand procedures
and processes.
• Method of Inquiry
• Activate motor skills, algorithms,
and techniques.
• Conceptual
• Execute the end result.
• The ability to problem solve and
to think critically
• The ability to fuse basic elements
together to create a larger
structure.
Development Targets
• Factual
• Going to class prompt and
prepared.
• Knowledge of Campus, Housing,
and Local Laws
• Activate Prior
Knowledge/Common Sense
• Application
• Ability to understand and follow
rules and regulations
• Ability to ask Questions to assist in
conceptual understanding.
(Classroom)
• Utilizing motor skills and steps to
execute a concept. (Homework)
• Conceptual
• Determination and progression
towards graduation.
• The ability think critically
regarding conflict resolution.
• Ability to synergize with peers to
achieve a grater goal.

19. BLOOMS IN STUDENT STAFF
DEVELOPMENT
Staff Development
• Factual
• Acquainted with residents and
fellow teammates.
• Understanding expectations of
job role, and responsibilities.
• Ability to think critically and
problem solve by thinking “win,
win”.
• Application
• Ability to execute essential job
functions.
• Hands on capability with the
residents.
• Use proper protocol and
processes.
• Conceptual
• Ability to maintain academic and
job functions effectively.
• Ability to think critically and
effectively execute crisis
management and student safety.
• Effectively execute superb
programming.
Development Target
• Factual
• Knowing residents individually and
understanding their personality.
• Knowing the JOB
• Thinking in the best interest of the
resident.
• Application
• On-Calls, Assigned duties.
• Direct interaction with residents.
• Knowing what to do.
• Conceptual
• School/Work/Life Balance
• Ensure save living learning
environment.
• Bloom’s Approach to effective
programming.

20. QUESTIONS…COMMENTS…CONCERNS????
Suggestions for implementations of
theories here at Prairie View A&M
University:
• Student Programming
• Student/Campus Involvement
• FYE Courses
• Ownership and Vested Interest
• Student Support
• Systems/Services
• Student Engagement
• Peer to peer mentoring
• Mentor to Mentee mentoring
• Academic/Social Support
“We are in the business of taking
the holistic approach to student
development for our Panthers”.