SONIA DÁVILA-COSME

Familiarize staff and faculty with Student

Development Theory.

Present the importance, history, and

utility of these theories.

Establish the differences among college

and adult age groups.

Know how to apply Student

Development Theory to hypothetical

situations.

Development is a process in which individuals expand their capacities and present a growth in abilities and knowledge. This growth is based on experiences and can be psychological, social and intellectual.

According to Piaget and Erikson human development can be divided in stages or periods.

Erik H. Erikson present those periods in eight stages (Harder, 2009).

Student Development Theory (SDT)are a set of diverse theories that try to explain the way students develop, grow and mature during the years they are enrolled in a higher education institution (Evans, Forney and Guido-DiBrito, 1998).

Foundational Theories of student

development began in the early 1960s.

Some of the precursors in the area were:

Nevitt Sanford

Douglas Heath

Roy Heath

Kenneth Feldman and Theodore

Newcomb

Ortiz (1995) and Evans et al. (1998)

present that knowing Student

Development Theories can help higher

education personnel (staff, faculty, and

administrators) to provide better

programs and services based on student

diversity and particularities.

Psychosocial Theories

Cognitive-structural

Theories

Moral development

theories

Typology and adult

development theories

Identity development

theories

Erik Erikson

Arthur Chickering

Arthur Chickering &

Linda Reisser

Jean Piaget

William G. Perry, Jr.

Lawrence Kohlberg

Carol Gilligan

There are gender differences among the two theories

Myers-Briggs Type Indicator (Personality type theory). Developed by Katherine Cook Briggs and her daughter, Isabel Briggs Myers

John Holland’s Career Development Theory

David Kolb’s Experiential Learning Theory

Racial and Ethnic Identity Development

-Cross model of Psychological

Nigrescence

-Helm’s Model of White Identity

-Phinney’s Model of Ethnic Identity

Gay, Lesbian, and Bisexual

Identity Development

-Cass’s Model of Homosexual Identity Formation

-D’Augelli’s Model of Lesbian, Gay, and Bisexual Development

The quantity of theories and models

could be overwhelming.

All theories have its limitations and can

not be applied to every population or

setting.

They should be used to empower

students, not to diagnose or tell them

what to do.

When applying student development theories professionals should observe the following steps:

Study and familiarize with diverse developmental models and typologies.

Identify the issues or problems presented by the student.

Select and apply the theories that relate to the issue and take decisions to improve services and environmental conditions.

Michelle was recently admitted to the university. Her mother wants her to study physics because Michelle is very good at that, she has excellent grades and the opportunity to apply for a science scholarship. She also likes to paint and everybody tells her that she has talent. Michelle is not sure about her career choices. She does not want to disappoint her mother nor want to give up on painting because she loves it.

1) Identify the issues or problems presented by the student.

-the student is not sure about her career choices

-the student has identified her abilities and preferences

-the student feel guilty and does not want to disappoint her mother

2) Apply the theories that relate to the issue and take decisions to improve services and environmental conditions.

-Personality Type Theory/Career Development Theory/Gillian Theory of Moral Development

-The institution can help Michelle providing her advising and counseling services to deal with her sentiments of guilt and family situation. They also could offer orientation services that will help her take well informed decisions regarding her career choices and future.

Is essential to recognize:

Diversity (culture, ethnicity, gender).

Individuality (personality, preferences,

learning styles).

Environment (experiences, campus

climate, curricular and

extracurricular activities).

Is also important

to recognize that

everyone in the

institution is a

teacher (Ruben,

2004).

Baxter-Magolda, M.B. (2009). The activity of meaning making: a holistic perspective on college student

development. Journal of College Student Development, 50(6), p. 621-639. Retrieved January 6, 2010,

from ProQuest Education Journals

Bernstein, L. (2000). Assessing the status of gay, lesbian and bisexual students on campus. Diversity Digest.

Retrieved January 10, 2009, from http://www.diversityweb.org/digest/Sp.Sm00/status.html

Clarkson, S. (2006). An introduction to Student Development Theory. Retrieved December, 29, 2009 from

http://www.reslife.cmich.edu/rama/index.php?section=Experienced_Staff&category=Intro_To_Student

_Development_Theory

Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and

practice. San Francisco: Jossey-Bass.

Marrero. M. (2007). Estilos de aprendizaje y su impacto en el proceso de enseñanza aprendizaje en el curso

de aplicación de terapia ocupacional en disfunción. Retrieved January 11, 2010, from

http://www.uprh.edu/~ideas/Paginas_htm_espanol/marrero.pdf

Harder, A. F. (2009). The developmental stages of Erik Erickson. Retrieved January 6, 2009, from

http://www.learningplaceonline.com/stages/organize/Erikson.htm

Ortiz, A.M. (1995). Enhancing student development in community colleges. Community College Review,

22(4), p. 63-70. Retrieved December, 20, 2009, from Sage Publications Database.

Portillo, C. (2005). La teoría de Lawrence Kohlberg. Retrieved January 9, 2010, from

http://ficus.pntic.mec.es/~cprf0002/nos_hace/desarrol3.html

Ruben, B.D. (2004). Pursuing excellence in higher education: eight fundamental challenges. San Francisco:

Jossey-Bass.

Torres, V., Jones, S.R. & Renn, K.A. (2009). Idenity development theories in Student Affairs: origins, current

status and new approaches. Journal of College Student Development, 50(6)., p. 577-596. Retrieved

December 21, 2009, from ProQuest Education Journals.