Student Development Training Session

Student Development

Training Session

Milisa Sammaciccia Ismail, MEd.19 March 2012

Syllabus …………………………………………………..Page 4

Training Objective…………………………………….......Pages 5-6

Advisor’s Reading List……………………………….........Pages 7-11

Section One: Department Familiarization……………Pages 12-19

Our Mission………………………………………………Pages 13-14

Our Goals………………………………………………..Pages 15-17

Student Development Philosophy………………………..Pages 18-19

Section Two: The Tenets of Student Development…..Pages 20-25

Section Three: The Detriment of Preparedness………Pages 26-32

The Developmental Intervention Model………………….Pages 27-29

Table of Contents

T.I.D.E.S. Model…………………………………………Pages 30-32

Section Four: Overview of the Theorist’s……………..Pages 33-38

Chickering’s Theory of Student Development……………Pages 34-36

Schlossberg’s Transition Theory………………………….Pages 37-38

Section Five: Common Assessment Tools……………Pages 39-43

Canfield Learning Styles Inventory (LSI)…………………Page 40

Inventory of Classroom Style & Skills (INCLASS)……….Page 41

Index of Learning Styles Questionnaire (ILS)……………Page 42

Learning and Study Strategies Inventory (LASSI)………...Page 43

Recap…………………………………………………….Page 44

Resources………………………………………………...Pages 45-49

Table of Contents

Training Session Syllabus.docx

Syllabus

What is the focus of our training session and what do we hope to facilitate?

Training Objective

The objective to this training session is to familiarize our new student development professionals with an individual student identity development area as it relates to student transitional obstacles. We will specifically address how students perceive their level of academic preparedness (readiness level) upon entering higher education and, the developmental obstacles they potentially face during the transition.

This is an area that has been strongly demonstrated with great frequency in first-year students in post-secondary educational environments. As each student undoubtedly brings with them a certain level of self-efficacy regarding their academic performance and abilities, we will demonstrate the various obstacles that can have an impact on student academic success and consequential perseverance; and further, provide pathways to assist in their identity development through proactive measures.

Training Objective Continued…

Adjusting to college: Making the transition. (2007). Unpublished raw data, Counseling Center/Student Affairs, University of Illinois, Champaign, IL. Retrieved from http://www.counselingcenter.illinois.edu/?page_id=139

Overview: This webpage is from the University of Illinois office of Student Affairs. It provides excellent examples of the most common changes first-year students can expect from their transition into higher learning. Also outlined are common stressors and challenges that the students may face along the way; and outlines recommendations for the student’s to assist them in proactive ways through the obstacles they might potentially face.

Advisor Reading List

First year professional development core skills and objectives. (2012). Unpublished raw data, College of Art, Maryland Institute, Baltimore, MD. Retrieved from http://www.mica.edu/Campus_and_Student_Life/Student_Professional_Development/First_Year_Professional_Development_Core_Skills_and_Objectives.html

Overview: This website provides an overview of first year student’s in transition to the culture of the post-secondary learning environment. Focus is balanced between the expansion of fundamental skills while they assess their personal abilities and a self-realization. Examples of exposure for freshman include: self-management, learning to work in team environments and development of collaboration skills, and how to exposure to deeper level analytical skills and their recognition for the need of information and knowledge.

Advisor Reading List Continued…

Maniar, N. (2012). [Web log message]. Retrieved from http://studentdevelopmenttheory.wordpress.com/self-authorship-and-transitions/

Overview: This weblog provides a comprehensive overview of Baxter Magolda’s Theory of Self-Authorship outlining the four phases of: (1) following formulas, (2) crossroads, (3) becoming the author and (4) internal foundation; and Schlossberg’s Transition Theory which exists to develop frameworks to facilitate understanding of adults in the transition processes that can help them connect to assistance they need to cope with the ordinary and extraordinary processes of living, such as those students undergo in their first year of higher learning.


Student development theories: Psychosocial theory. (2004). Unpublished raw data, Department of Psychology, South Dakota School of Mines & Technology, Rapid City, SD. Retrieved from http://www.hpcnet.org/dos/theory_psychosocial

Overview: This article provides an comprehensive overview of the student development theorist, Arthur Chickering, and his revision to original theory reflecting a comprehensive overview of psychosocial development during the college years and how the seven vectors can be aligned to first year students and their personal identity of academic preparedness as it related to environmental influences.


Boylan, H. R. (2009). Targeted intervention for developmental education students (T.I.D.E.S.). Journal of Developmental Education, 23(3), Retrieved from http://www.elcentrocollege.edu/Campus_Info/TitleV/docs/TargetedIntervention for Developmentaled.pdf

Overview: This scholarly journal article proposes a theoretical model that provides an alternative for assessing, advising, and placing underprepared students in colleges and universities. It advocates combining cognitive and affective assessment data along with information about students’ personal circumstances to make more precise placement decisions via advising that targets both course and service recommendations. (1)


Session One

Department Familiarization

Our Mission

Our Goals

Our Philosophy

All student development professionals are committed to facilitating the success and growth of our students. The culture shall promote collaboration for all students and

academic colleagues. Through a holistic approach we will provide innovative programs, activities, and services that enhance the quality of student life and create a student-centered environment in which the participants develop, embrace, and enhance ethical leadership, life-long skills and experiences through creative an active and diverse

climate where each and every member of the community shall flourish and grow. (1)

Our Mission

We shall encourage self-actualization and exploration and serve as not only student development professionals, but

also as mentors, leaders, educators and advisers. Our skills shall be applied to empower our students to grow

spherically while helping them to learn from the diversity represented in the student body. (1)

Our Mission Continued…

Through our student development activities and services, we shall enhance student outcomes in the following areas:

Assisting Students To Become Intentional Learners

Students recognize, engage in, and integrate their learning experiences outside of the classroom. Students

develop transferable skills in communication, critical and creative thinking, leadership and teamwork. (1)

Fostering Healthy Relationships

Students build trusting and supportive relationships. Students develop reasonable expectations for all their

relationships. Students successfully resolve interpersonal conflict. (1)

Our Goals

Developing Autonomy

Students make choices based upon their own values and beliefs. Students take initiative to set priorities and follow

through with them. Students develop a dynamic life philosophy through their experiences. (1)

Appreciating Diversity & Different Perspectives

Students actively cultivate an appreciation for diversity and alternative perspectives. Students engage with different

people and cultures in order to more fully understand the world around them and make local and global connections.

(1)

Understanding Community Responsibly

Students recognize the importance of accountability and integrity, and participate in activities that allow them to practice civic responsibility, community citizenship, and

public service. (1)

Our Goals Continued…

Living Ethically

Students make decisions based on a coherent ethical framework that they can clearly articulate. Students choose

to align their behaviors with their words. (2)

Enhancing Self-Awareness

Students have an awareness of personal beliefs, values, attitudes, emotions, interests, goals, and future aspirations

and are able to articulate these. Students identify and participate in opportunities to promote self-reflection and

personal awareness. (2)

Our Goals Continued…

“Success is defined as the accomplishment of, or the continued opportunity to accomplish, students’ individual goals. The success of our students will be determined not only by their acquisition of knowledge and skills, but also by their personal growth and development” (1).

Our philosophy, as student development professionals, will meet the needs, goals and objectives of the diverse student learners in our academic community through a student-centered focus.

We will empower our students to enhance and develop their interpersonal skills to promote self-reliance and interconnectivity between peers, faculty and the community.

Student Development Philosophy

We will challenge our students to extend their perspectives beyond themselves and see others perspectives, differing points-of-view, and alternative philosophies and beliefs.

By allowing our students to walk beside us as we become their mentors, advisers, examples, leaders and trusted sources through the department, we serve to help our students grow exponentially both in a personal and academic capacity; and, “assist students in initiating their own paths to success” (1).

Student Development PhilosophyContinued…

Session Two The Tenets of Student

DevelopmentWhat do we, as

professionals and as a department, hold in

theory and belief about student development?

As advisor’s, we shall recognize that students have value and deserve respect; their individuality and values must be understood and considered in the development of our programs and services.

As advisor’s, we shall recognize that students develop at different rates and times and not always as predicted by theory. Development is not always painless; growth often occurs in the wake of challenge and adversity.

As advisor’s, we shall afford our students the opportunity to develop their leadership skills in an environment that is supportive, nurturing, and challenging therefore encouraging their academic independence which in turn shall exemplify their perseverance.

As advisor’s, we shall afford students the opportunity for academic success, to their promote development, enhance and protect a sense of community, and provide experiences that can assist students in cultivating the skills necessary to live productively in a complex global society.

Our Tenets

As advisor’s, we shall promote accountability, resourcefulness and creativity manifested by our collegiality, feedback and teamwork.

As advisor’s, we shall seek opportunities to collaborate with one another and in groups regarding the progress of implemented models as they are applied to theory.

As advisor’s, we shall expand existing partnerships and develop services and programs that offer the opportunity to form additional, mutually-beneficial partnerships with other campus and community entities.

As advisor’s, we shall strive to be responsive to constituent needs and desires while maintaining high expectations and standards. We commit to providing responsive, accurate, accessible and courteous service.

Our Tenets Continued…

As advisor’s, we shall commits to ensuring that staff and resources are aligned appropriately to foster student success at the point of college exploration and recruitment, to the point of college selection and enrollment, through a successful transition, and culminating in persistence to graduation and post-graduation planning.

As advisor’s, we shall develop, implement and periodically evaluate its goals and objectives of the program so that we can demonstrate and articulate a tangible assessment of quantity, quality and effectiveness of the program and services we provide to meet constituent and institutional needs. (2)

As advisor’s, our policies and program shall foster the campus climate and be both inclusive and diverse. Student development professionals are expected to demonstrate a commitment to promoting the twin values of access and excellence at both the institutional and individual level. (1)


As advisor’s, we shall assist with academic planning, and shall provide educational and personal support so that students achieve their defined goals. (1)

As advisor’s, we shall will make a tangible effort to ensure that the services offered by the department are promoted through awareness and availability of information. Collaboration through the departments, groups and various student levels shall encourage promotion and feedback efforts for on-going improvement to the program(s) and department.

As advisor’s, we shall will develop and provide students with an informational questionnaire that can be given to students prior to their meeting with a counselor. When the student is scheduled for a counseling appointment, instructions will be given to arrive at least 15 minutes prior to the appointed time so they can complete a self-assessment tool that will provide the counselor with a clearer understanding of the students’ academic preferences. (2)


As advisor’s, we shall work collaborative with the administration so that the early stages of the matriculation process is shaped in such a way that students are completely aware of all steps within matriculation that they must complete. Rather than providing students with verbal instructions, students should receive written information of instructions that details the processes and services available, at the onset. (2)


Session Three

The Detriment of Preparedness

The Recommended Models: The

Developmental Intervention Model & the

T.I.D.E.S. Model

The Developmental Intervention Model

This model identifies the transitional obstacles our incoming students may face with regards to their academic preparedness. The model is a framework that facilitates intervention either at an individual or institutional level and further, can be adapted to either area of need. Some interesting attributes of the model are that it can be pre-planned or implemented in response to identified student need. It can explicit and/or implicit. The model components are as follows:

Target Intervention: individual interventions focus on the attitudes, knowledge, or behavior of specific students whereas institutional interventions are designed to create a development environment on campus. (1)


Continued…

Type of Intervention: planned interventions are intentional, proactive, and structured; they anticipate problems or developmental needs that student are expected to face in college. Responsive Interventions are reactive. They make us of, or respond to, opportunities or issues as they arise. (1)

Intervention Approach: explicit interventions address developmental issues directly, such as workshop series. Implicit interventions approach development issues indirectly. For instance, the lack of confidence experienced by many adult learners could be

addressed by asking adult students who had been enrolled for several semesters to serve as peer counselors for new adult students. (1)


Continued…

T.I.D.E.S. ModelTargeted Intervention For

Developmental Education StudentsModel

This model is used to gather a variety of assessment information to help the student development adviser not only place the students in courses but also to pace them in experiences that will either supplements or replace developmental courses. In order to implement the T.I.D.E.S. model several steps have to be taken including:

Taking an inventory of available campus and community courses and services;

Developing student profiles that might be helpful to students with various characteristics;

Assessing individual students’ skills and characteristics; (1)

T.I.D.E.S. Model Continued…

Advising students using this assessment information to plan interventions;

Delivering targeting interventions according to the plan;

Monitoring students and evaluating their progress; and,

Revising the targeted interventions as necessary. (1)

T.I.D.E.S. Model Continued…

Session Four Overview of Theorist’s

Chickering’s Theory of Student Development & Schlossberg’s Transition

Theory

Chickering’s theory of student development highlights seven vectors that present a comprehensive picture of psychosocial development during the college years with several of the vectors being applied to the student’s academic preparedness such as:

Developing Competence. Intellectual competence involves acquisition of knowledge and skills related to a particular subject matter; develop of ‘intellectual, cultural, and aesthetic sophistication’ and increased skill in areas such as critical thinking and reasoning ability.

Moving Through Autonomy Toward Interdependence. Students…develop instrumental independence that includes self-direction, problem-solving ability, and mobility. (1)

Chickering’s Theory of Student Development

Environmental: Curriculum. Making it ‘relevant to students’ backgrounds and prior experiences; recognizing ‘significant dimensions of individual differences in students; creating ‘encounters with diverse perspectives that challenge pre-exiting information, assumptions, and values.

The Admonitions: Recognition and Respect for Individual Differences. Educators must be cognizant of the different backgrounds and needs of their students and adjust their interactions and interventions to address these differences. (1)


Continued…

When a student develops a certain level of competence, they move from a state of dependence to a state of independence (therefore owning the results of their persistence and consequent success); can connect the curriculum to deep levels of understanding as they connect experience; and draw from the diversity represented in the classroom setting; and, they will most assuredly come to understand their academic success on deeper levels which will lead to deeper levels of persistence. (2)


Continued…

A student’s ability or inability to perceive their own level of academic preparedness has a direct and indirect impact on their level of perseverance in higher education. A student’s ability to cope with transitional changes has been identified by Schlossberg as the four S’s:

Situation & Self

These two areas are specific to the student’s ability to cope, or manage the transitions (or changes).

Support & Strategies

These two areas are viewed as the most influential elements to a students level of perseverance.

Schlossberg’s Transition Theory

The combination of applying Schlossberg’s Transition Theory with one or more of the developmental models; strengthening the programs and support offered at the department level and campus wide; and, review and improvements to academic assistance programs available (i.e. tutoring services, access to subject specific support resources) will most assuredly assist the students in strengthening the following areas:

Increasing academic preparedness therefore minimizing potential withdrawal based on an imbalance of self-efficacy

Decreasing areas of identified deficiency and/or feelings of inadequacy as compared to peers and their level of academic preparedness.

Through implementation, there should be an increase in student perseverance and subsequent retention.

Schlossberg’s Transition Theory Continued…

Session Five Commonly Used

Effective Assessment Tools

Canfield Learning Styles Inventory (LSI)

The LSI can be completed in 15-20 minutes. It allows a student to classify themselves among a learner typology grid which enables administrators to identify groups of students who have similar learning styles. The LSI scores are used to classify students into one of nine learner types and have been standardized on more than 2,500 individuals. This self-report inventory is comprised of 30 items that give information in the following areas: preferred conditions for learning, areas of interest, modes of learning, and expectations for course grade. (1)

Assessment Tools Overview

Inventory of Classroom Style and Skills (INCLASS)

INCLASS assesses student attitudes and behaviors related to academic learning. It is a self-assessment instrument designed to assess proficiency in seven areas of academic style and skills which affect student performance in the classroom such as studying, test-taking, homework, and collaborative learning. It is a diagnostic and prescriptive instrument that gives teachers and counselors a framework for developing instruction and other tailored interventions for students. INCLASS is purported to be a statistically valid and reliable assessment.(1)

Assessment Tools Overview Continued…

Index of Learning Styles Questionnaire (ILS)

The ILS was developed for use with college students. The instrument identifies four learning style dimensions: Active-Reflective (prefers to do something active with information, such as discuss, apply, or explain, or prefers to think about it), Sensing-Intuitive (prefers to learn facts and follow established processes or prefers abstractions and learning by discovery), Visual-Verbal (prefers to learn through pictures, diagrams, demonstrations, etc. or prefers to learn through written and spoken words), and Sequential-Global (prefers to learn in linear steps or prefers to absorb material almost randomly and put things together in novel ways. (1)


Learning and Study Strategies Inventory (LASSI)

The LASSI is a 10-point scale, 80-item study skills assessment designed to diagnose relative student strengths and weaknesses. It provides standardized scores and national norms for scales falling under the descriptions of skill, will, and self-regulation of strategic learning. It may be used to identify student educational intervention areas, counseling needs, or as a pre-post achievement measure following student participation in a particular intervention. It is available in paper and pencil or in a web administered format.(1)


By using the presented developmental models, in combination with Schlossberg’s Transition Theory and Chickering’s Theory, student development professionals can form a bridge between theory and practical application, or practice. This combination, with regards to this area of need identified as students perception of academic preparedness versus actual preparedness during the transitioning period, will not only allow the staff to identify the issue promptly, but also will provide them with a framework and a necessary plan of intervention that is both proactive and responsive to the student. It can be the difference between a student who is lost and may potentially withdraw (or give up) and a student who perseveres.

Recap

OR

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http://www.adrants.com/2010/09/five-social-media-tenets-every-agency.php

Boylan, H. R. (2009). Targeted intervention for developmental education students (T.I.D.E.S.). Journal of Developmental Education, 23(3), Retrieved from http://www.elcentrocollege.edu/Campus_Info/TitleV/docs/TargetedIntervention for Developmental ed.pdf

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from http://www.tecca.com/columns/being-your-college-bound-childs-facebook-friend-computing-everywhere/

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Evans, N.J., Forney, D.S., and Guido-DiBrito, F.M. (1998). Student Development in College: Theory, Research, and Practice. San Francisco, CA: Jossey-Bass.

Evans, N. J., Forney, D.S., Guido, F. M., Patton, L. D. & Renn, K. A. (2010). Student development in college: theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.

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Hastings, J. H. (1999). Applying theory to practice: Incorporating principles of student development to quality student services in California community colleges. ERIC, DOI: ED431468

Resources Continued…Metzner, B. S. (1989). Perceived quality of academic advising:

The effect on freshman attrition. American Educational Research Journal, 26(3), 422-442.

Mission Statement (image). Retrieved on 17 March 2012 from http://slo.sdsu.edu/

Mission statement. (2012). Unpublished raw data, Department of Student Development, Iona College, New Rochelle, NY. Retrieved from http://www.iona.edu/studentlife/studentdevelopment/about/mission.cfm

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Resources Continued…Recommended Reading – Book (image). Retrieved on 16 March

2012 from http://www.mustknowinvesting.com/must-read-books/

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Student development learning goals. (2012). Unpublished raw data, Department of Student Development, Appalachian State University, Boone, NC. Retrieved from http://studentdev.appstate.edu/pagesmith/4

Student development philosophy. (2012). Unpublished raw data, Administrative Services: Community, Chandler-Gilbert Community College, Chandler, AZ. Retrieved from http://www.cgc.maricopa.edu/adminservices/community-new/Pages/student-dev-philosophy.aspx

Tenets/assumptions that facilitate accomplishment of our mission. (n.d.). Unpublished raw data, Student Development, East Central University, Ada, OK. Retrieved from http://www.ecok.edu/student_development/index.htm

Resources Continued…

Thoughts (image). Retrieved on 18 March 2012 from http://blog.lib.umn.edu/cgi-bin/mt-search.cgi?search=psychology&IncludeBlogs=14472&limit=10&page=3

Training Objectives (image). Retrieved on 16 March 2012 from http://youthempowermentsolutions.org/blog/training-objectives.html

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