I have a friend who shared this picture with me recently:
I’ve been known to apply theories in my work. Some folks say they have no use for theory, but I think that’s because they view the application as much more obvious or blatant than I do. I would never tell a student she’s hanging out in a vector. What I would do is examine how her behavior and see how a theoretical framework can inform my efforts to help her.
In other blogs I’ve offered thoughts on other ACPA/NASPA Core Competencies such as advising and helping and equity, diversity and inclusion. This posting focuses on the core competency of student learning and development. Consider how one might advance through the three stages of competence using the following examples:
At the basic level, one should be able to “identify the limitations in applying existing theories and models to varying student demographics”. For example, Chickering’s (and Reisser’s later accompaniment) was primarily on White students (not intentional). There’s limitations when you avoid race and ethnicity, and other issues of pluralism, when considering identity. How could you connect theories to inform the diverse identities of our students?
At the intermediate level, one should be able to “utilize theory to practice models to inform individual or unit practice”. Ironically, we presume this level of competence should occur by the time one departs our grad prep programs. Few, if any entering student affairs professionals have actualized to the intermediate level of competence in anything! Why should we expect them to in the area of theory application?
Finally, at the advanced level, one should be able to “analyze and critique prevailing theory” – Chickering ain’t perfect but it’s a framework. No theory is perfect and for us to apply unconditionally is inappropriate. However, as we critique let’s consider what is still applicable.
Applying theory isn’t so much about informing students where they are; applying theory should be about us understanding natural human development to inform where we want to help them to go. How do you apply theory successfully in your work and how can you be more intentional to make it meaningful and contribute to the success of students?
Great post, Dan. My doctoral students are studying the vectors and making presentations to the class this week. Good timing.
Thanks so much for sharing. This was great and very timely! I must get a copy of that ecard.
So how can a SA Division/department/supervisor help move professionals from one level to another, particularly if they come from a non-higher-ed degree background?
It’s interesting you’d ask about moving professionals – Chickering and Reisser would present this as college student/young adult development model, though I believe that the final two vectors – purpose and integrity are concepts that young professionals may have (even older).
Baxter Magolda in the self-authorship literature explained that most people do not self-author until their early 30s, so that would also be a consideration. Self-authorship is basically the movement from external formulas for knowing your self to a more internally defined system. There have been studies conducted recently (Schoper, 2011) that examined student affairs master’s students’ self-authorship.
So to answer your question, I am not sure that student development theory was intended for professionals, though I am inclined to think it plays out particularly in younger ones. The theories in student affairs tend to be cognitive development, psychosocial development, identity development and ones that have been borrowed from other fields.
My long-standing perspective on the role of theory in practice (likely influenced by something I read or heard years ago, but the source escapes me now) is that developmental theory is more useful in designing educational activities and environments that address the breadth and depth of student developmental needs. Theory is based on generalized abstractions across an aggregate population, but an individual’s development is multi-dimensional and tends to move along a continuum within each of those dimensions. Awareness of developmental needs is valuable for pointing individual students in a direction that will help them, but if the time we spend with a student is overly caught up in assigning them to discrete developmental stages, we probably aren’t fully listening to their unique needs.
I’m really enjoying the design and layout of your blog. It’s a very easy on the eyes which makes it much more pleasant for me to come here and visit more often. Did you hire out a designer to create your theme? Fantastic work!
Thanks. I chose the design from the Word Press options. It’s really a great tool for blogs. I’m not familiar with lots of them but it has good function and allows me to format as I’d like.
You did a great job just using WordPress and your own skills, Dan! It does look great.