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I found the video this week as particularly enlightening. I liked how the brought the fact that spirituality place a vital and unique role in most students', lives but there are no concrete ways the colleges or student affairs professions manage and help navigate this life orientation. Many students citing the desire to find themselves or their purpose is often given as a reason for enrolling, but as professionals not much stock is taken in drilling down to assist students in understanding what that means and how it relates to their college environment and overall success.

I also found the idea of campus ecology as it pertains to student development to be helpful in acquiring an understanding of how student's ethnic and racial identities determine how they relate to a new college environment. How knowing and understanding these cultural norms and how many times they are at odds with the campus environment and culture can better equip professionals and assisting these students as they navigate through. This can also help in developing programs and services to help support them. Park spoke of the importance networks and communities and I believe that speaks to it.

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The text detailed several Identity Development Models.We first learned bout Racial Identity Models. Minority identity development models were introduced first in the late 70's
Building on Erickson's research Atkinson's, Morten, and Sue developed minority development model to address how identity issues are resolved. Model later revised by theorist Sue and Sue and became known as the RCID (Racial, Cultural Identity Development) model.  Represented in 5 stages:
Conformity,
Dissonance,
Resistance and Immersion
Introspection
Synergetic Articulation and Awareness
Became the foundation for future racial identity models.
Cross and Fhagen's Black Identity Model, Helms's Model of White Identity, Rowe, Bennett and Atkinson's White Racial-Consciousness Model, Ferdman and Gallegos's Model of Latina and Latino Ethnoracial Orientations, etc...with most racial identity research centered around Black identity.
Although racial identity theories have begin to proliferate there was little by way of research to validate these efforts
One of the main pitfalls is the inability to apply meaningfully to higher ed due to the heavy-handed concentration of students relationship to the majority with little implication of how other development factors play a role
We also reviewed how spirituality plays a role in student development.
James Fowler minister was the first to address faith developmentally
Fowler's Theory of Faith Development is represented by 6 stages:
Primary Faith, Intuitive-Protective Faith, Mythic-Literal Faith, Synthetic-Conventional Faith, Individuated Faith, Conjunctive Faith, and Universalizing Faith. Each stage being predicated by age. This was the precursor to later Faith Development theories namely from Park whose theory of Faith Development as described in the text, is underscored by the premise that " young adulthood prompts self-conscious reflection on life's meaning." (page 203)

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What I was able to gain from this week is the importance of a student's environment and interactions in and out of the classroom and how these aid in cognitive and social development. The role of the student affairs professional is to encourage and assist in facilitating students as they move through these stages. As stated in the text, the Learning Partnership Model is key in these efforts. Under-girding curriculum development as well creating better student communities, and advising centers

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Week 4 Student Development and the Environment; How College Affects Student Development

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Week 4 Student Development and the Environment; How College Affects Student Development

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Continuation from Week 3 we discussed some specifics on how college environment effects student development and the idea of Self Authorship was defined: the internal capacity to define one's beliefs, identity, and social relations.
The path through phases:
Phase 1 Following formulas
Phase 2 Crossroads
Phase 3 Becoming the author of one's life
Phase 4 Internal foundation
Kegan's Theory of The Evolution of Consciousness was addressed. His theory consist of building strong intellectual bridges to educational practice, leadership, and organizational development. Growth involves movement through 5 progressive more complex ways of knowing. This was explained through 5 Orders of Meaning Making:
Order 0 Newborn Infant
Order 1 Meaning Making
Order 2 Instrumental Mind
Order 3 Socialized Mind
Order 4 Self Authoring ind
Order 5- Transforming mind (very rarely reached by individuals)
Other Theorist discussed were King and Magolda. Their Epistemological Multi-Dimensional Model focused on development of intercultural maturity as a pathway to self authorship. This was guided by 6 assumptions represented in 4 stages:
Absolute Knowing, Transitional Knowing, Independent Knowing, and Contextual Knowledge.
The Learning Partnership Model was discussed. Theorized environments that were most effective in promoting self-authorship. The 3 assumptions of this model are:
1. Knowledge is complex and socially constructed
2. "Self" is central to knowledge construction
3. Authority and expertise are shared in the mutual construction of knowledge among peers

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What I took away from this week was the importance of student affairs professional to understand and identify important stages of development in their students, and how this can aid in being effective in attempting to address issues and assist with navigating these stages through their college experiences. Knowing where your student is can provide a more clear and focused and specific plan of action

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We went into depth discussing the Student Development Theory schools of thought
4 major schools :
Psychosocial, Cognitive and Moral, Typology, and Personal Environment
We reviewed Kohlberg's Theory of Moral Reasoning which focused on the process of how individuals make judgements not the content of their decisions.
6 Stages/Oreintations that were representative in Kohlberg's theory:
1. Punishment an Obedience
2. Instrumental Relativist
3. Interpersonal Concordance
4. Law and Order
5. Social Contract
6. Universal Ethics
Rest later expanded on this theory providing 3 additional components: moral sensitivity, moral motivation, and moral action
Rest establish the DIT based on Kohlberg's initial research siting his schemas not steps as Kohlberg's. Stating development was shifting distributions
Gilligan was the first to address the need to expand on human growth theories because it did not accurately represent the woman's experience.
Chickering's Theory also widely used by student affairs professionals. A Psycho socilist that developed the 7 vectors of human development. Based on the renowned Maslow's Hierarchy of Needs, but with one distinct difference. Where not static. Where malleable and can be happening concurrently.
The last Theorist notable from this weeks reading was Perry. His Theory of Intellectual and Ethical Development was concerned with the structures that shape how people view their experiences His stages or positions did not imply that there was distinct time frame for each as there was no concrete time frame that this positions occur
We also discussed Zellar and Mosier's W Curve which defined the first year experience through predictive patterns.

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In Loco Parentis

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The Dix v Alabama State article stood out to me the most. It was interesting how the author brought out how pivotal this decision was as it relates to In Loco Parentis doctrine and students rights, and the irony of how the students that were expelled where lost to the cause, literally. This article also illuminated the understanding of students rights to certain freedoms and liberties and how significant social activism was in shifting the pardigm of student/institution relations

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Week 2 Intro to Student Development Theory

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Week 2 Intro to Student Development Theory

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We were introduced to Philosopher John Dewey. Preeminent in Student Development Theory brought the importance of education in society to the forefront  Addressing the student holistically was the foundation of all schools of theory perspectives
As the field and research widened it "justified" Student Affairs as a profession

Blooms Taxonomy of Learning is the most widely referenced in student advising. Developed 3 domains of learning: Cognitive, Affective, and Psychomotor, later modern model list the domains as: Knowledge, Skill, and Attitude.
4th domain added in 98 of Communication. This is what is currently known as the CASK model.
The implications of In Loco Parentis discussed at length, where tort and liability was discussed in relations to students/parents relationship with the institution and where authority and accountability lies.

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The key learning point for this week for me was the understanding of the "application" of theory and how it can translate to effective and positive outcomes in student affairs. It was also important to evaluate the practicality of theory using the following touch points:
comprehensiveness, Clarity, consistency, conciseness, and heuristics

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Student Development Theory defined by scholars Moore and Upcraft.

After the death of in Loco Parentis Student Affairs experienced exponential growth. As schools no longer represented quasi parent to its student, due to the shifts in demographics and the age of majority changes.

Development of more intentional effort to support students in college was beginning to take shape.

We defined the differences between Student Affairs Student Services, Student Development and Student Development Theory

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Student Development and Management- EDHE 520
Tia L Brown