Person-Environment Development Flashcards
Involvement- Astin’s 5 postulates
the amount of physical and psychological energy that the student devotes to the academic experience 2. Involvement occurs along a continuum 3. Involvement has both quantitative and qualitative features 4. The amount of learning and personal development is proportional to a student’s involvement 5. The effectiveness of policy or practice is related to how much it increases student involvement HIGH INVOLVEMENT = INCREASED LEARNING, DEVELOPMENT, AND PERSISTENCE LOW INVOLVEMENT = INCREASED LIKELIHOOD OF DEPARTURE
Person-Environment Interactions
Student’s time is the university’s most valuable resource
Effects of Involvement in Leadership Development Programs
Demonstrated growth in: Civic responsibility Leadership skills Multicultural Awareness Understanding of leadership theories Personal and societal values
Traditional vs Non-traditional students
fiercely competitive classrooms/ assumes students know how to access and use resources/ disconnect between students and faculty; students and content
Transition
Events or nonevents resulting in changed relationships, routines, assumptions, and/or roles
Retention suffers when..
students work full-time off campus students attend community college there is a poor institutional fit (e.g., racial/ethnic minority at a PWI) students commute from home
What happens outside the classroom
All but 10% state that extracurricular learning was at least half of what contributed to their maturation in college 40% of students state that the co-curricular experience was the most significant educational experience. Moffat, M 1988 Gain self- confident, self- esteem, altruistic values- Astin and kent An opennes to new ideas, a facility for meeting and dealing with a wide variety of persons and a practical sense of competence and confidence enabling college graduates to cope with novel situations, problems- Bowen 1977
Rendon’s Validation Theory
Why? Because population is becoming increasingly diverse and NON TRADITIONAL current models of teaching and engaging students are not effective for the majority of nontraditional learners
Traditional Students
Middle/upper class and predominantly White backgrounds Significant academic validation in early education Parents and siblings attended college Financially dependent Attending college is “normal” and “expected” Smooth transition to college—many supports in place Familiar with traditions of college social life
Non Traditional Students
Low income and minority backgrounds Little (if any) academic validation 1st generation college student Financially independent/work to help family Many doubts about attending and being successful in college Transition to college is disjunctive process Unfamiliar with traditions of college social life
Rendon’s 6 elements of validation
- Institutional agents- faculty, administrators- are responsible for initiating contact with students 2. Validation leads to increased learning and self-worth 2. Validation is a prerequisite to student development 3. Validation is a prerequisite to student development 4. Validation occurs in and out of the classroom and with multiple agents 5. Validation is a process rather than an end result 6. Validation is especially needed during the early phases of a student’s transition to college
Transition Theory
Scholssberg 1995 - 2006 - adult psychologist- not a higher ed person Transition defined (see other note card) Process of moving in, moving through, and moving on Meaning and perception is key in understanding impact of the change
4 S’s
Situation- What caused the transition? When did the transition occur in the individual’s lie? Good timing? Bad timing? How much control does the individual have over the transition? Has he/she experienced this type of transition before? Self- Personal and demographical characteristics, psychological resources Support- sources of affirmation aid and honest feedback for the individual during the period of transition Strategies- coping responses/mechanisms that help manage stress, make meaning, and take control of the situation
Marginality and Mattering Framework
Schlossberg Marginality: a sense of no fitting, not feeling valued, or not feeling important What creates this: Changes in role Transitions to new environments Interaction/identification with two conflicting cultures!!! Mattering: our belief, whether right or wrong, that we matter to someone else
Scholssberg’s Stages of Mattering
Attention: the feelings that one is noticed Importance: the belief that one is cared about Ego Extenstion: the feeling that someone else will be proud or diappointed in one’s action Dependence: the feeling of being needed Appreciation: the feeling that one’s efforts are appreciated by others What creates this feeling: Rituals, ceremonies that mark periods of transition and help people move from one phase of life to another clubs
