Assignment:
Synthesizing Lessons and Student Development Theory
As we wrap up the course, what did you learn about student development that was new to you?
Were there any concepts that you already knew but were reinforced during this course?
How can you apply what you have learned in this class to your role as a leader in higher education?
Reflective Paper
As we wrap up this course, what are one or two components of this course that you feel were most beneficial to your development as a doctoral student and a higher education leader?
Are there any concepts or ideas you wish were covered but weren't?
How can you apply and expand the personal working theory you developed in your current or future institution to help facilitate student retention and completion?
Be sure your assignment has the following minimum requirements:
• 2 to 3 pages in length
• double-spaced with 1" margins and 12 pt. font
Slide 1:
Welcome to Module 10, our last module in this course! In this module, we look at applications of things we've learned throughout this course. Some of you will be, or have been already, including student affairs into your daily leadership responsibilities. Many of you, though, will choose other avenues of higher education such as business services or academics. No matter which area of leadership you focus your career on, students are our number one priority and understanding them better can help us serve them better. A lot of the Patton text is focused on how student affairs educators can better research and present information to you, as students, regarding student development.
As such, not all information covered in these two chapters is relevant. Some important information is highlighted in this lecture, though, to help you as higher education leaders advocate for student development in your institutions. The suggestions in this lecture will help you as you advocate for solid student affairs practices in your institutions.
Slide 2:
The Learning Objectives for this module include:
• Analyze how knowledge of college student development can influence retention and completion.
• Describe how student development theory can translate into a practical application in higher education.
• Illustrate how knowledge of student development theory contributes to a well-rounded leader in higher education.
• Explain how both contemporary theory and a personal working theory of student development influence institutional policy, leadership, and mission.
Slide 3:
So throughout this course we have looked at a multitude of theories. Entire courses are dedicated to some of these models and theories we learned about, and we just brushed the surface in this course. I hope, though, that you have found a few that you are interested in and have done a little bit more research on it as we've progressed.
One of the best ways to understand student development theory is to think about your own development experiences. This is something integrated throughout this entire course through various assignments. Those of you who have had frequent, direct contact with the same college students in the past, you'll understand that though we don't necessarily name a theory directly with an observation, we see many of these things with our students throughout their time with us in college. For those of you who haven't yet reached that point of interacting with students in higher education on a regular basis, you will see this eventually! It is a very exciting experience to see students grow.
We've seen a lot of theories and models in this course, and not all carry the same weight. Likewise, a lot of our student development research to date has been on select demographics of students, and you know as well as I do that a non-diverse student demographic is simply not the case any more in our higher education system. Each individual student's experiences will be a little bit different. The theories we have looked at throughout this course can't describe the development that all students will go through, but it is a good foundation for better understanding how our students develop and how we can encourage and facilitate that development.
Slide 4:
The Patton text provides several recommendations for you to take into consideration in the future.
First, educators must consider development in a more holistic and less linear manner. People are complex beings; therefore we must view development more complexly. We need to look at the whole student instead of simply looking at one aspect.
Second, educators must examine development through a lens of privilege, power, and oppression. This can be difficult for those of us who grew up with little diversity, because we don't even realize we are being biased in our thoughts.
Third, educators must examine development independent of dominant culture models. We need to consider student development from a lens that takes into consideration other than simply how the majoritized culture develops. Students from various racial and ethnic groups, disabilities, and sexual orientations may have life experiences that have influenced their development in unique ways.
Fourth, educators must give appropriate attention to underrepresented groups. How many of us in this class were a little uneasy about a topic we covered? Racism? Religion? Sexuality? We owe it to our students to continue exploration on best-practices in student development for all students.
Slide 5:
Educators must consider development across the lifespan. No longer are college students all 18 - 22 years old, nor does development stop at 22. We cannot forget our nontraditional students who are quickly becoming more traditional on our campuses. Additionally, it is difficult to see some of these student development changes happen without looking over the life course. Taking a closer look at how students progress over time is beneficial for us as educators to understand and address student development needs.
We also have to take into consideration the affect the environment has on student development. For example, the development of African American students attending predominantly White universities is quite different from the development of their counterparts in historically Black universities. Additionally, keep in mind a cookie cutter approach to a specific identity development tactic or program will likely not be as successful at some colleges when compared to others. You know your institutions and students best, and you will likely have to modify existing models to fit your institution.
Slide 6:
Don't be afraid to try something to help facilitate student development. It is important, though, to make sure to assess whether your interventions are working the way you want them to. We also have to "sell" the importance of student development to everyone at the institution. Theoretical information that can enhance the teaching and learning process is of limited value if it does not find a home in the classroom. Collaborative efforts between student affairs educators and faculty are particularly powerful in enhancing the climate for learning and development on college campuses. Lastly, we need to focus on developing the whole student.
Slide 7:
Yes I realize it is the end of the course, and as a doctoral student once myself, I understand how you all are feeling right about now!
If you want practice applying the theories and models we have learned in this class, read the Case Study Scenario on pages 411 - 432. As you are reading each student's story, think about what has helped to influence their development and how you might help them develop more fully.
Slide 8:
We have talked about a lot in this class! I hope you have enjoyed the experience and haven't been too overwhelmed.
To summarize this module's main concepts:
• Aim toward developing the whole student.
• Understand gaps that exist in some research on student development.
• A technique to help facilitate student development might need modified to fit your institution and students.
• Never stop trying to help your students develop!
Readings:
1. Promoting College Student Development Through Collaborative Learning
By Inger Bergom, Mary C. Wright, Marie Kendall Brown
2. Self, college experiences, and society Rethinking the Theoretical Foundations of Student Development Theory
By Rachelle Winkle-Wagner