Intro/Using SDT Flashcards
Identity Dimensions
Self aware of several idenitities of self, integration, does my concept reflect what others see in me
Development, Sanford
a positive growth process in which the indivdiual becomes increasingly able to integrate and act on many different experiences, influences and identities
Development, Wilson and Wolf-Wendel
qualitative enhancement of the self in terms of the self’s complexity and integration
Development, Rodgers
The ways that a student grows, progresses, or increases his/her developmental capacities as a result of enrollment in an institution of higher education
Development, Miller and Prince
the application of human development concepts in postsecondary settings so that everyone involved can master increasingly complex developmental tasks, achieve self-direction, and become interdependent
Development
equals successful resolution, BUT resolution is always temporary
Importance of theory to practice
- serves as basis of knowledge and expertise
- encourages cross-functional collaboration by offering a common language and shared framed reference
- being proactive in designing educationally purposeful programs, services, and interventions to support student success
- LEGITIMACY
- Theory is descriptive not prescriptive
- Remember, individuals develop “holistically” the whole is greater than the sum of the individual parts
- Allow students to make their own decisions in relation to their growth and development
Families of Theories (5)
Psychosocial- identity and general development, examine the content of development
- Cognitive- development of mind, intellect
- Typology- considering individual, unique differences
- Person-Environment- Behavior= f function of (person- interaction (X) - environment
- Student Success- learning style theories?
Context/Campus Environment
opposite of positivist, which assumes an objective reality exists that is time and context free-
Cause and Effect
Think student/faculty ratio, size of school, type of school, ext.
RESTRICT AND ENABLE INDIVIDUALS BY THE FORM AND FUNCTION OF THEIR NATURAL AND SYNTHETIC PHYSICAL CHARACTERISTICS
a function of how members perceive and evaluate them
Salience
most notable or important ascpect of one’s identity
Informal Theories
“taken for granted” assumptions that serve as filters through which we examine and interpret our experiences and experiences of others. Allows us to make implicit connecttions among events and persons in our environment up which we act in everyday life
No basis to determine if interpretations and assumptions are accurate or inaccurate
Formal Theories
Student development theories often DESCRIBE and sometime EXPLAIN, but rarely PREDICT and never CONTROL.
A framework for explaining and understanding the relationship among variables relevant to phenomena. validated by research. DESCRIBES behavior EXPLAINS the causes of behavior PREDICT the outcomes of behavior CONTROL behavior
Bensimon (2007)
qualitative enhancement of the self in terms of the self’s complexity and integration
4 Key theoretical questions (Knefelkamp, Widick, Parker 1978)
- Who is the college student in developmental terms?
- How does student development occur?
- How does the college environment influence student development?
- Toward what ends should development in college be directed?
Practive to Theory to Practice Model (PTP) Knfelkamp, Golec and Wells 1985
11 step process
- Identify concerns which need to be addressed
- Determine goals and outcomes
- Identify potentially useful theories
- Analyze student characteristics from each theory perspective
- Analyze environment from each theory perspective
- Identify sources for challenge and support, work to produce balance
- Reexamine goals and outcomes
- Plan intervention while keeping goals and outcomes in mind
- Implement intervention
- Evaluate outcomes
- Redesign and re-implement intervention (if necessary)
