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STUDENT AFFAIRS AND ENROLLMENT MANAGEMENT

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STUDENT AFFAIRS AND ENROLLMENT MANAGEMENT STUDENT DEVELOPMENT: FROM THEORY TO PRACTICE FINAL THOUGHTS What are some theorists that you identify in your areas that we ... – PowerPoint PPT presentation

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Title: STUDENT AFFAIRS AND ENROLLMENT MANAGEMENT


1
STUDENT DEVELOPMENT FROM THEORY TO PRACTICE
  • STUDENT AFFAIRS AND ENROLLMENT MANAGEMENT

2
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

3
  • MASLOW

4
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

5
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.

6
Maslows Hierarchy of Needs (1943)
7
HOW DOES THIS APPLY TO YOU OR YOUR AREA OF
RESPONSIBILITY?
8
William G. Perry
  • PERRY

Born 1946 Died 1998 Fields
Psychology Institution Harvard Known for
College Student Intellectual Development
9
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

10
  • STAGES OF INTELLECTUAL DEVELOPMENT

11
  • STAGES OF INTELLECTUAL DEVELOPMENT

12
HOW DOES THIS APPLY TO YOU OR YOUR AREA OF
RESPONSIBILITY?
13
Arthur Chickering
  • CHICKERING

Fields Education Institutions Wesleyan
University, Harvard, Columbia Known for
Identify Development models for College Aged
Students
14
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

15
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.

16
Seven Vectors of Psychosocial Development in
College Students
17
ANOTHER IDENTITY DEVELOPMENT THEORY
18
  • 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.
19
HOW DOES THIS APPLY TO YOU OR YOUR AREA OF
RESPONSIBILITY?
20
David Kolb
  • KOLB

Born 1939 Fields Philosophy Institutions
Knox College, Harvard Known for Theory of
Experiential Learning
21
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)

22
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)

23
  • EXPERIENTIAL LEARNING

24
  • EXPERIENTIAL LEARNING

25
ANOTHER STUDENT DEVELOPMENT THEORY A
Curriculum Model
26
  • Framework for a Student Development Curriculum
    Model Outcome Ranks of Fifty-Four Educational
    Programming Topics by Developmental Dimension

27
HOW DOES THIS APPLY TO YOU OR YOUR AREA OF
RESPONSIBILITY?
28
Vincent Tinto
  • TINTO

Fields Education, Sociology, Philosophy Institut
ions Fordham University, Rensselear Polytechnic
Institute, The University of Chicago, Syracuse
University Known for Retention Theory
29
  • Tintos Student Integration Model

30
  • 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)
31
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

32
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.

33
HOW DOES THIS APPLY TO YOU OR YOUR AREA OF
RESPONSIBILITY?
34
FINAL THOUGHTS
35
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
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