Through my participation in the course Theories of College Student Development at Salem State University, I was able to gain knowledge on a variety of student development theories relevant to higher education. The various theories examined included Chickering’s Theory of Identity Development, Perry’s Theory of Intellectual and Ethical Development, Kohlberg’s Theory of Moral Development, and Baxter Magolda’s Theory of Self-Authorship. Within the process of our course work, we engaged in a variety of assignments and group discussions that served to enhance my understanding of these various theories and the impact knowledge of them has on student interactions.
The "Our Story" assignment provided me with the opportunity to examine my personal development and create a theory relative to my college journey. The assignment further enhanced my understanding of student development through my examination of how the theory I identified relates to current existing theory (specifically Erik Erikson’s Identity Development Theory and Baxter-Magolda’s Theory of Self-Authorship).
With regards to theoretical application, developmental theories are currently being utilized in the design of leadership programs at Salem State. The significance of their inclusion in the design process is that they allow for the establishment and identification of specific learning outcomes relative to the students current developmental level. In order to assist others with understanding student growth and development, I work collaboratively with the Associate Director of Student Involvement in the developmnet of monthly "Advisor Lunch and Learns." During these lunch meetings, advisors are provided training and information on areas such as executive board retreats, managing finances, and group development. According to Reynolds (2009), "Being knowledgeable about group dynamics, specific interventions, and the content involved with certain types of groups is critical" (p. 202). Additionally, Reynolds (2009) emphasizes the importance in leaders having a "thorough understanding of group dynamics and the various stages that groups experience as they evolve and change" (p. 206).
Having knowledge of student learning and development will enable me to better design programs and services that meet the needs of a variety of students. Since every student is at a different stage in their development, it is important to be aware of a wide range of theories, and also to recognize that not every student completely adheres to a theory's concepts. Development and growth can vary substantially, as should the means by which we interact with different students and groups (Jones & Abes, 2011).
Having knowledge of the way students grow and what their needs are can allow for more effective processes and procedures when engaging with the student body (Evans et al., 2010). In the assignment Applying Student Development Theory in Practice, I identify developmental issues present in the lives of three students at West Point Military Academy, as detailed in David Lipsky’s book “Absolutely American: Four Years at West Point” (pages 2-5). In addition, I explain their behavior from a theoretical standpoint using current student development theories (pages 5-10), and extensively identify a best practice which would promote student’s development and ultimate success at the academy (pages 10-14). Through completion of this assignment, I was able to observe the different dynamics of students and recognize the diverseness of their developmental journeys.
REFERENCES:
ACPA & NASPA. (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.
Jones, S.R. & Abes, E.S. (2011) The nature and uses of theory. In Schuch, J.H., Jones, S.R., Harper, S.R. & associates (Eds.). Student services:a handbook for the profession. (pp. 149-167). San Franscicio, CA: Jossey-Bass
Reynolds, A. (2009). Helping college students: Developing essential support skills for student affairs practice. San Francisco, CA: Jossey-Bass.
Student Learning and Development
"The Student Learning and Development competency area addresses the concepts and principles of student development and learning theory. This includes the ability to apply theory to improve and inform student affairs practice, as well as understanding teaching and training theory and practice."
(ACPA & NASPA, 2010, p26)