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Transition Academic Programs
Seven-Layer Dip: College Student Development and the
Stages of Critical Thinking
Transition Academic Programs
Dr. Kriss Boyd, Executive Director
Mr. Adrian Garza, Senior Adv. I
Ms. Amy Connolly, Senior Adv. I
Transition Academic Programs
Developmental Processes Relevant to College Students:
1. Chickering’s Seven Vectors of Identity Development
2. Super’s Theory – Five Stages of Career Development
3. Holland’s Theory – Six Types of Work Environments
4. Lorin Anderson’s revision of Bloom’s Taxonomy
5. Kohlberg’s Theory – College Student Moral Development
6. Seven Stages of Critical Thinking
7. Steele’s Five That Help College Students Make Good Decisions
Transition Academic Programs
Chickering’s Seven Vectors of Identity Development:
Developing competence Managing emotions Moving through autonomy toward interdependence Developing mature interpersonal relationships Establishing identity Developing purpose Developing integrity
http://www.cabrini.edu/communications/ProfDev/cardevChickering.html
Transition Academic Programs
Super’s Theory – Five Stages of Career Development:
Growth: Birth-14 Exploration: 15-24 Establishment: 25-44 Maintenance: 45-64 Decline: 65+
Transition Academic Programs
Relevant Subsets of Exploratory Stage:
Age Tasks
14-18 Plan a tentative vocational goal
18-21 Firm the vocational goal
21-24 Training and initial employment
http://taracat.tripod.com/careertheory1.html
Transition Academic Programs
Holland’s Theory – Six Types of Work Environments:
Realistic Investigative Artistic Social Enterprising Conventional
http://www.careerkey.org/choose-a-career/hollands-theory-of-career-choice.html
Transition Academic Programs
Lorin Anderson’s revision of Bloom’s Taxonomy of Knowledge:
Remember Understand Apply Analyze Evaluate Create
http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/
Transition Academic Programs
Kohlberg’s Stages of Moral Development:
Level 1: Preconventional
Stage one: Heteronomous Morality
- Children obey rules to avoid being punished
Stage two: Individualistic, Instrumental Morality
- A child follows rules that benefit the person, but begins to compromise for other’s needs
Transition Academic Programs
Kohlberg’s Stages of Moral Development:
Level II: Conventional
Stage Three: Interpersonally Normative Morality
- Student models ‘good behavior’ of important people.
Stage Four: Social System Morality
- Behavior reflects duty to a society in which morals are established by the people.
Transition Academic Programs
Kohlberg’s Stages of Moral Development:
Level III: Post-conventional or Principled
Stage Five: Human Rights and Social Welfare Morality
- Student promotes fundamental human rights and welfare for all.
Stage Six: Morality of Universalizable, Reversible, and Prescriptive General Ethic Principles
- There is equal consideration of others and self.
http://studentdevelopmenttheory.wordpress.com/morality/
Transition Academic Programs
Critical Thinking as Defined by the National Council for Excellence in Critical Thinking, 1987
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection,
reasoning, or communication, as a guide to belief and action.
https://www.criticalthinking.org/pages/defining-critical-thinking/766
Transition Academic Programs
Sheffield and Rubenfeld discussed the following stages of Critical Thinking:
1. Analyzing
Separating or breaking a whole into parts to discover their nature, function and relationships
2. Applying Standards
Judging according to established personal, profession or social rules or criteria
Transition Academic Programs
Stages of Critical Thinking:
3. Discriminating
Recognizing differences and similarities among things or situations and distinguishing carefully as to category or
rank
4. Information Seeking
Searching for evidence, facts or knowledge by identifying relevant sources and gathering objective, subjective,
historical and current data from those sources
Transition Academic Programs
Stages of Critical Thinking:
5. Logical Reasoning
Drawing inferences or conclusions that are supported in or justified by evidence
6. Predicting
Envisioning a plan and its consequences
Transition Academic Programs
Stages of Critical Thinking:
7. Transforming Knowledge
Changing or converting the condition, nature, form, or function of concepts among contexts
B.K. Scheffer and M.G. Rubenfeld, Critical Thinking: What Is It and How Do We Teach It?, Current Issues in Nursing, J.M. Grace, Rubl, H.K. (2001).
Transition Academic Programs
Five phases George Steele listed to help students make good decisions with suggestion actions that will encourage growth in critical thinking skills:
1. Open the interview
- Ask about the student’s comfort
- Acknowledge that change/growth takes work
Transition Academic Programs
Steele’s Five Phases:
2. Identify the problem
- Ask what may be required to make desired progress
- Discuss pros and cons of choices
- Discuss the students’ strengths and weaknesses related to choices
3. Identify possible solutions
- Encourage the student to do the research to identify the range of options
- Ask the student to identify a timeline for completion
Transition Academic Programs
Steele’s Five Phases:
4. Take action
- Encourage the student to identify incremental goals
- Set a time/date for a follow-up appointment for the student to discuss progress
5. Summarize the transaction
- Ask the student to repeat the plan for addressing #3 and 4
http://www.nacada.ksu.edu/Resources/Clearinghouse/View/Articles/Decision-Making.aspx