Intellectual Development Theory 101 for Student AdvisorsUT Austin: ACA
Presented by Alma Salcedo at the 2011 ACA & APSA professional development conference on 2/17/11. This
presentation will discuss William Perry’s intellectual and ethical development theory on how students develop during their time in college. Return
to your professional role with a different perspective and an increased satisfaction when working with puzzling students.
Intellectual Development Theory 101 for Student AdvisorsUT Austin: ACA
Presented by Alma Salcedo at the 2011 ACA & APSA professional development conference on 2/17/11. This
presentation will discuss William Perry’s intellectual and ethical development theory on how students develop during their time in college. Return
to your professional role with a different perspective and an increased satisfaction when working with puzzling students.
This session reviews social media policy concerns from the perspective of universities and colleges. It offers best practices and a series of scenarios as to what and how social media policies can help institutions of higher education.
Intellectual development (Piagetian, Psychometric, and Classical Approach)reneegomez
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The experiences of college students have been researched for decades. Many scholars have looked at a variety of issues, such as what benefits a college education brings, how and in what ways students develop and mature in college, which kinds of college experiences tend to be positive or negative, and what leads to a person dropping out or leaving college, to name a few. Many theories have emerged over the years that illuminate various aspects of the college experience. Each of them contributes to an overall understanding of a student’s experience in college. Five in particular are very useful in exploring the first-year experience: Chickering’s Seven Vectors of College Student Development, Perry’s Nine Positions of Cognitive Development, Tinto’s Model of Institutional Departure, Kohlberg’s Six Stages of Moral Development, and Schlossberg’s Transition Theory. These five theories, in combination, provide a well-rounded understanding of the general college experience.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. The History of Perry‟s Scheme
In 1953 Perry was a staff member of the Bureau of Study
Counsel at Harvard University:
“In our daily counseling with students whose presenting concerns
centered on their academic work, we have been impressed by the
variety of the ways the students responded to the relativism which
permeates the intellectual and social atmosphere of pluralistic
university” (Perry, 1970, p. 4).
The increase in college diversity reflected pluralism’s
increased permeation into society, particularly in college
students:
“The increased mobility of the population at large, together with
the new mass media, make the impact of pluralism part of
experience in the society as a whole” (6).
3. The History cont.
College students’ development include their response to
these societal shifts (pluralism), and the student can
either react positively or negatively to the societal
expectation:
“Whether he responds productively rather than destructively may
be up to him in the end, but society may nourish the prospect of a
productive outcome through an understanding of the learning and
the courage the development entails” (Perry, 1970, p. 6)
Considering these realities, Perry sought to learn about
the experiences of these students and their development:
“It was in light of these considerations regarding present-day
liberal education and personal development that we set out to
learn about the experience of students other than those who
came to us for counsel” (6).
4. The Methodology of Perry‟s Research
Narrowed down an initial outreach to 313 Freshman
from the 1954-1955 academic year. Wanted to
investigate development of young adults in college akin
to Piaget’s childhood stages.
Perry Administered his A Checklist of Educational Views
(CLEV) in the Fall and Spring semesters:
Identified 31 students to participate in interviews about their
college experience.
Identified students who represented extreme dualistic thinkers,
extreme contingent thinkers, some in between the two, and others
who had drastic changes to their scores between semesters.
5. The Methodology cont.
Perry was able to conduct 98 recorded interviews
with 17 existing as complete four year-records.
Interviews asked students to comment on their experiences
each year (what they felt was significant not prompted).
Interviews revealed a common sequence of challenges.
Perry conducts a second study in which he:
Obtains larger sample of students (resulting in 366
interviews and 67 complete four-year reports).
Asks questions more directed at identifying a developmental
scheme.
Allows the scheme to be tested for validity.
6. Perry‟s Findings
There are some consistencies across the interviews:
The content varied but the “underlying structures of
meaning making…and the sequence of development
were equivalent” (Perry‟s Intellectual Scheme, 1996, p.
6).
Differences between answers were not simply
personality differences but rather difference in
developmental position (6).
7. Perry‟s Findings cont.
Students perceive experiences:
According to what they can readily make meaning of
According to what they already know/accept as truth
Students process experiences by either:
Conforming an experience to fit their expectations
Modifying their expectations to accommodate the
experience.
(Perry, 1970, p. 43-44)
9. Perry‟s “Model”
Dualism
Answers can only be right and wrong and are usually obtained
by authority figures that are readily accepted as true.
Multiplicity
Acknowledgement of other perspectives and an increased
reliance on one‟s own experience – “all opinions are seen as
having comparable claims to correctness” (Pascarella & Terenzini,
2005, p. 35)
Relativism
Understand that knowledge occurs in context, and “students
recognize that not all positions are equally valid” (35).
Commitments in Relativism
Challenge and test knowledge (accepted truth) actively resulting
in their own determinations that exist in a pluralistic world – “The
individual makes commitment to ideas, values, behaviors, and
other people” (35).
10. Dualism
Position 1: Basic Duality
Students conceptions of knowledge, truth,
and morality result between “in-group vs.
out-group” (Perry, 1970, p.59).
Student appears naïve/innocent and will
exercise simple obedience.
Position 2: Multiplicity Pre-Legitimate Is that your final answer?
Rebels against multiplicity “in defense of
growth rather than defense against it” (75).
Students are aware of different
perspectives but they are also aware that
they have not grown enough to be receptive
to this diversity – they rebel but at the seem
time feel “frozen” (75). Freshmen college students
“are functioning intellectually
in the transition from Perry
stages 2 and 3” (Pascarella &
Terenzini, 2005, p. 163).
11. Multiplicity
Position 3: Multiplicity Subordinate
Students recognize that Authority is no longer
perceived as absolute.
“uncertainty and complexity are no longer
considered mere exercises or impediments
devised by Authority but seen as realities in their
own right” (Perry, 1970, p. 89).
Do you see the Rabbit or
the Duck? Both maybe?
Position 4: Multiplicity Correlate
Students begin to understand the ambiguity in
Authority knowledge and begin to form ideas of
their own without fear of being regarded as
“wrong.”
Student “demands that Authority justify itself by
reasons, and most fatally, by evidence. Unwittingly
Senior college students “are
he may then be caught in the necessity to do the functioning intellectually
same” (99). between stages 3 and 4”
(Pascarella & Terenzini, 2005,
p. 163).
12. Relativism
Position 5: Relativism Correlate, Competing, or
Diffuse
Students begin to see “all knowledge as contextual
and relativistic” (Perry, 1970, p. 109).
Students utilize analytical thinking skills and critique
not only the ideas of others but there own. They
begin to see themselves as less an absorber of
knowledge, but as an analyzer. What do you see on each side of the
structure? Different abstractions on
the same cityscape?
Position 6: Commitment Foreseen
Student begins to consider acting as “agent and
chooser to aspects of his life in which he invests his
energies, his care and his identity” (135).
Students may have difficulty with this stage as “the
discovery of relativism in ideas and values can
engender resistance to choosing among presumably
equal alternatives. Development may be delayed at
this stage” (Pascarella and Terenzini, 2005, p. 35).
13. Commitments to Relativism
Position 7: Initial Commitment
Students commit to deciding who they are
and who they will be.
Position 8: Orientation in Implications
of Commitment
Students determine how they will fulfill their
determinations in Position 7.
Pulled self apart, analyzed,
and reconstituted.
Position 9: Developing
Commitments
Student has “developed an experience of
„who he is‟ in his Commitments both in their
content and in his style of living them” (Perry,
1970, p154).
14. Barriers to transition
While developing, students may encounter barriers that hinder
progress into the next position:
Temporizing
Movement is postponed – static, “frozen” state.
Escape
Abandonment of responsibility due to feeling alienated.
Tends to manifest after reaching Position 4.
Retreat
Temporary regression back dualism
15. Applications of Perry‟s Scheme
Perry‟s Scheme is inclusive and can be
applied to inform a range of student
affair practices; from direct instruction
assessment to policy/initiative formation.
Perry‟s Scheme is inclusive by nature and
can be applied to multiple students
regardless of whether or not they are in
different stages of development.
Those who study Perry‟s Scheme of
Intellectual and Ethical Development can
self assess their own development and
identify ways to challenge themselves into
further stages of development. (Perry, 1970, p. 14)
16. Limitations of Perry‟s Scheme
The overwhelming majority of the students
interviewed were males (only two were
female).
While certainly applicable, to a degree, with
modern day colleges and universities, the
research was conducted in the post WWII era
(several generations of college students prior).
The Scheme Intertwines intellectual and moral
constructs and assumes that the intellectual
precedes the moral.
17. Perry‟s Scheme in Practice
Southern Illinois University Carbondale
Professor Ann Gribbin utilized Perry‟s Scheme to assess the
developmental level of her Foundational Design Course
students.
“William Perry‟s scheme is useful to help explain the
cognitive development process of many college
students. His recommendations to support students at
their current level of development and challenge them
to higher positions can be applied to the pedagogy
used in beginning design courses. Instructors can
structure courses to support students in dualist positions
at the beginning of the semester and progressively
add challenges that will move students to learn to
evaluate their solutions in contextual relativism and to
acknowledge personal agency for their solutions”
(Gribbin, 2003, 7).
18. Gribbin‟s Four Strategies
Strategy 1: “plan the semester as a progression
through the positions of Perry‟s scheme” (Gribbin,
2003, p.5).
Early lessons focus on instructions that have students
arriving at the same answer
Move students gradually into assignments that are less
defined and compel them to investigate and
experiment.
Final semester assignments would then require students
to interpret and plan.
19. Gribbin‟s Strategies cont.
Strategy 2: “be conscious of students‟ level of
development when presenting information and
explaining principles” (6).
Ask students question that are appropriate for their
development level – a dualist may be fine with “right”
or “wrong,” but a multiplicity student in that same class
will find this frustrating.
Try asking questions that will push the dualist student
toward thinking in the multiplicity stage without leaving
them in the dark; have them reflect.
20. Gribbin‟s Strategies cont.
Strategy 3: “gear assessment of students‟ work to
their level of development” (6).
Make assignments very objective early on in the
semester to help students build confidence in knowing
that they “doing it right” and how to “fix” what they
are “doing wrong.”
With the clear firm foundation, the assignments can
have less specific criteria because students will have
tools to evaluate themselves.
21. Gribbin‟s Strategies cont.
Strategy 4: “individualize work” (6).
Utilize different strategies for different students. Have
tactics not only for engaging the dualist students but
also challenge the multiplicity and relativism students as
well (help them reach their personal best).
22. Conclusion
Perry‟s Scheme of Intellectual and Ethical Development remains an
effective tool for not only for comprehending young adult
development during the college years, but for instigating better
student affairs practices including faculty pedagogy:
“Student affairs staff use student development theory in
their everyday decision-making process. Questioning what
students will gain from a particular program or asking if a
certain service meets the students' needs should be a
common occurrence for staff in areas like residence life,
23. References
Gribbin, Ann. (2003). “Design and Critical Thinking: Applying Perry’s Theory of Intellectual
Development to Foundational Design Instruction.”Unstaked territory : frontiers of beginning design :
proceedings of the 19th National Coference on the Beginning Design Student, Oklahoma State
University, Stillwater, Oklahoma, April 3-5, 2003. Stillwater, OK: Oklahoma State University, College
of Engineering Architecture and Technology.
Pascarella, E; Terenzini, P. (2005). How college affects students : a third decade of research. San
Francisco: Jossey-Bass.
Perry, William G. (1970). Forms of Intellectual and Ethical Development in the College years. New
York: Holt, Rhinehart and Winston.
Perry's Intellectual Scheme. (1999). New Directions for Student Services, (88), 5.
Weaver, Laurie A. (1995). “Faculty Use of Perry’s Intellectual Development Model.” retrieved from:
http://digitool.library.colostate.edu///exlibris/dtl/d3_1/apache_media/L2V4bGlicmlzL2R0bC9kM18xL2
FwYWNoZV9tZWRpYS8zMTE2MA==.pdf