Professional Philosophy of College Student Development
Stefanie Orgertrice
University of West Alabama
Professional Philosophy of College Student Development As I take a look at my journey so far in becoming student affairs professional, I am learning a lot about myself, especially things I did not realize. The different things you need to know or be aware of in order to help students have a successful college experience. Even though there are many areas in student affairs, I feel it is necessary to learn about each aspect. In this field regardless of what area you are in, you just never know who you might need to help and having knowledge in every aspect of students affairs is a plus. Development is a process in which individuals
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The cognitive-structural theories such as Perry’s Theory of Intellectual and Ethical Development begins with simplistic forms, in which individuals interpret the world in dichotomous, unqualified “terms of right-wrong, good-bad” (p.3) and concludes with complex forms in which individuals seek to affirm personal commitments “in a word of contingent knowledge and relatives values” (p.3). As I look at my future as a student affairs professional, Chickering’s Theory of Identity Development, Phinney’s Model of Ethic Identity Development and Scholossberg’s Transition Theory has influence me the most while studying the different student development theories. Chickering’s theory actually focuses on the overall identity development of the college student, which follows seven vectors. These vectors are also known as task. This theory suggests that there are certain tasks a student must go through while developing their identity. The first vector identifies three types of competence that college students develop, including intellectual, moral skills and interpersonal competences. Intellectual refers to the ability to understand, analyze and synthesize. Manual refers to the ability to physically accomplish a task. Interpersonal refers to working and establishing relationship with others. The second vector is your ability to manage emotions. While college students go through …show more content…
This theory of transitions include examination of what constitutes a transition, different form of transition, the transition process and factor that influences transition. A transition is “any event, or non-event, which results in changed relationships, routines, assumptions, and roles” (Goodman, Schlossberg & Anderson, 2006 p. 33). There are three non-discrete types of transitions; anticipated transition-which occur predictably, unanticipated transition – which re not predictable of scheduled and nonevents transitions – which are expected, but do not occur. There are 4 S’s, which are four major factors that influence a person’s ability to cope in transition. Situation – trigger and timing, control, role change, duration, previous experience with a similar transition, concurrent stress, and assessment. Self – personal and demographic characters affecting how an individual views life and psychological resources aids in coping with transition. Support – types, functions and measurement of support as well as intimate relationships, family units, networks of friends, institutions and communities. Strategies coping with responses, those that modify the situation controls the situation and this helps dealing with stress. This theory can help in higher education with anyone that going through a transition, for example students entering college for the first time or students returning after being
interviewee development. I chose to interview one of my fraternity brothers, who work in higher
The Chickering Theory explains a process of identity development. Arthur Chickering, the founder of the Chickering Theory, thought college students faced many developmental issues. Chickering identified seven vectors which effect college students’ identity development: developing competence, managing emotions, moving through autonomy toward interdependence, developing mature interpersonal relationships, establishing identity, developing purpose, developing integrity. The Chickering Theory can be applied to a variety of undergraduate colleges and universities. As I read about the Chickering Theory, relating the theory to the University of West Alabama was simple because of my personal experiences.
Read the following case study of 4 high school seniors. Then give your interpretation of the Identity Status of each, according to the model of James Marcia (1994). If you were their high school guidance counselor, what career/academic guidance would you offer each student?
With the in loco parentis being a staple to student affairs practice a pivotal moment in the student personnel work was post-Civil Rights, when colleges started to view students as adults, shifting the attitude of the practice from reactive to proactive (Zhang and Associations, 52). Giving students a voice in what accommodations colleges need to make created the practice of student development, according to Paul Bloland, one premises of the student development movement is how university staff should intentionally introduce proactive programs called interventions, to promote development (Schuh, 68). My interpretation of development interventions would be when a student needs assistance making a decision (academic, career, life), student affairs professionals need to development the skill set for the student to do
Students entering college for the first time become concern with their college life. The students are on their own once they enter college. There are no parents or guardians telling them when to do homework, when to go to bed, or how to eat healthy. These student are now responsible on how they are going to succeed in school and meet their own needs. From the beginning, these students wonder what their experience is going to be like and are they going to handle the demands from college. Students are becoming more stressful due to academic demands, social life, and work. First-year college students should receive more help from school to learn how to help themselves and become independent.
It works to blend ethnics into all areas of student affairs practice, € history, philosophy, and values. It refers to the connection between arguments of the profession and future growth. (f) Human and organizational resources. It refers to the organization and empowerment of student affairs staff. Furthermore, staff development was recognized in the 1960’s keim (2005). There is a need for continual professional development in that student affairs staff prefers discussions rather than reading activities. Mid-level student affairs managers offers varied perspectives on professional development activities include (a) presenting do it yourself programs (b) engage in professional association conferences, (c) taking a graduate courses (d) integration of other staffing practices. (dPersonnel management perceived as the most important (c) leadership (second most important) and student contacts (keim, 2005). I will evaluate more essential development goals. Fiscal management needs additional attention. Staff development is important and valued, but must be used and planned well. Professionals must also take advantage of adult learning theories, models, or processes. Staff perceptions
Bridges’ model describes three stages that people are likely to experience within a transition that I have personally gone through
In this paper I will present the numerous theories built around the process of establishing one’s identity and provide examples of how this identity shapes a students involvement and actions while in school. I will also reflect on the importance for systems that foster identity formation that is equal for both inner-city and suburban children. It is crucial to the success of America’s schools to understand that a mixture of cultures creates a mixture of identi...
In their book Paying for the Party, Armstrong and Hamilton discuss how universities take class differences and class projects of distinct women to define what will be their college experience. In their book, Armstrong and Hamilton define class projects as individual and class characteristics that defines a person’s agenda and class- based orientation. Hence, people with similar class projects, not only shared the same financial and cultural resources, but also the same expectations toward school. (Armstrong & Hamilton, 2013). As a result, Armstrong and Hamilton claims that students with similar class projects end up becoming a collective constituency and a representative group for the university, whom in turn must take their interests to form a college pathway for them. Therefore, a college pathway for Armstrong and Hamilton refers to how universities are able to take successfully the interests, class characteristics and expectations of students to mold within the organizational and architecture context of the school. In a way, each college pathway is built not only to represent, but also to provision and guide the different types of students in a college.
According to Blais and Hayes, Bridges explains a model of general transition that all people go through when encountering change, whether it is obtaining a leadership role, transitioning from a school environment to an actual practice, or choosing to go back to school to further your education. It is broken down into three stages: the ending, the neutral zone, and the new beginnings.
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2 ed.). San Francisco: Jossey-Bass.
Webster defines philosophy as a critical study of fundamental beliefs and the grounds for them. In this philosophy, I will be talking about the three great philosophers: Socrates, Plato, and Aristotle. These three philosophers represent the birthplace of Western philosophy.
High impact practices are important to the development and engagement of students (Kilgo et al, 2014). Two high impact practices that have a positive impact on students are collaborative learning and undergraduate research (Kilgo et al, 2014). I think the high impact practices will give student affairs professional different methods and opportunities to help develop and support students through their college career. Student affairs professionals are going to have to learn how to participate to high impact practices and find ways to motivate students to do them (Schuh et al, 2011). By doing this I believe that student affairs professionals and faculty can bridge the gap to help success of
Transition and change often comes in different forms, which can either be joyful, stressful or a combination of both. Sometimes people change their relationships, jobs, where they live, beliefs and even their goals in life as a result of change. That said, with transition and change comes a different type of adjustment, roles and responsibilities. As individuals we need to learn to adapt in different situations for change is inevitable. Everything about this world is changing each and every moment. Our relationships change, circumstances change, our feelings change. No one is exactly the same each moment. Everything is changing constantly. Times change and so does people.
In conclusion, the formation of one’s identity has many components. Beginning at the onset of adolescence and continuing to expand, grow and form and reform as we live through the struggles or success of life. Many theorists have endeavored to clarify the development of identity formation. However, Erik Erickson offered one significant theory involving the formation of one’s identity. Expounding on Erickson theory, Marcia developed his Identity Status Model according to the existence or absence of crisis and commitments. These four statuses, diffusion, foreclosure, moratorium and achievement can combine in various ways to produce a self. One’s sense of identity is determined largely by the choices and commitments made, therefore, having a well-developed sense of self can provide an individual with insight to their strengths, weaknesses, and individual uniqueness. An individual that finds themselves