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Student Development and Outcomes
Student Development Theory is of particular interest to me as most of my work revolves around my students’ development as members of their individual organizations, leaders of the council, and people with lives completely separate from their academic and organizational identities. Some of my colleagues find a bit of struggle with this outcome because they are inclined to perceive these theories as forcing individuals to be placed within a specific stage or ascribing a certain label. Many also feel the theories fail to understand the delicate intersectionality of all people and although I can see, understand, and appreciate my colleagues concerns and points of view, I do not interpret or understand theory in this same capacity.
For me, Student Development and Student Development Theory simply provides a framework for practitioners, if they so choose to employ it, by which to guide the way they approach their work with their students. As an advisor for a group with varying degrees of development, I feel strongly about meeting my students “where they are” in terms of their leadership and personal growth. Understanding this outcome and what can be done with this understanding is important for me because I have a group of students with whom I work longitudinally, not simply for an individual or one-day program. One-day programs can be helpful for exposing opportunities to enhance curricular learning, but working with students longitudinally is something I now recognize as a preference of mine because of my ability to witness and assess change.
Co-Curricular learning, or integrating/ complementing academic learning with experiential learning, also serves as a catalyst for a student’s development around certain areas. That’s why our own program is shaped that way, isn’t it? If programs are going to be one-day or even short or long term, matching opportunities to students’ specific needs (individual consultations) and connecting them to opportunities that relate to their interest are very important. Student Development is a process of growth and change. This growth and change can occur in many capacities and based on the vantage point from which the beholder is observing that growth can be perceivably forward or digressive. I believe it is important to not “box my students in” to what I perceive to be correct but rather allow them to create their own path, with their own intentions, and create “correct” for themselves. “Challenge, Support, and Readiness” is a theory that more generally focuses on student’s holistic development rather than in a particular area. The generalization of this theory increases its applicability to many students and in many situations and I find it to be most effective for the change I hope to create.
This outcome calls for an understanding of psychosocial, cognitive, college impact and learning theories and the essentials were all covered in our Student Development course. The outcome also calls for an understanding of selected counseling theories and practices, which were covered in our counseling course, followed by a continued emphasis on specific theories in our Helping Skills course. And finally this learning outcome calls for an “understanding of characteristics of effective educational interventions,” which I feel ultimately relates back to assessment but uses theory as a guiding factor. The learning outcome does not however call for an acceptance or utilization of student development theory, just our understanding, which brings me back to the commentary at the beginning of this reflection, theory, can and should simply be used as a guide.
My assistantship constantly allows me to process this learning outcome. Each of my students are in different places in their lives, with differing identities, and different understandings of themselves and others. The concept of “meeting them where they are” is very important to me as I already stated in order to ensure that the programmatic efforts behind our organization are being intentionally constructed to facilitate and foster that continued growth. I am even able to have conversations with my students about theory and they inquire to know more, which only strengthens my awareness of their development as they begin to reflect introspectively. My internship with Upward Bound also provides me with similar insight as I am able to see the development in my high school students throughout each session, activity, and program; from initial exposures to college to understanding how to utilize their resources. The course on Student Development provided us with a great opportunity to connect theory to practice. One assignment in particular, a student interview, really allowed me to understand what theory meant, and also its applicability.
The important aspect is the intersectionality is something that cannot be denied. I very much acknowledge students holistic development as well as their needs and although intersectionality can’t be ignored or separated, it goes without contest that individuals can also be, and are, in varying places with their understanding of different aspects of their identities. I think that recognizing those places that may be a bit further behind while also being aware of those identities that are more developed is essential when working with our students. Overall I appreciate that there are so many theories that focus not just on the development of our students as students (with an academic focus) but development as a person, a young adult, and an individual within various roles. All of our students’ identities are important in making them who they are when they come to us, and anyway that we can further their understanding of themselves (and ourselves simultaneously) is a benefit. I believe an understanding of Student Development Theory allows us to provide that assistance and I look forward to gaining a greater understanding of it in my future.
For me, Student Development and Student Development Theory simply provides a framework for practitioners, if they so choose to employ it, by which to guide the way they approach their work with their students. As an advisor for a group with varying degrees of development, I feel strongly about meeting my students “where they are” in terms of their leadership and personal growth. Understanding this outcome and what can be done with this understanding is important for me because I have a group of students with whom I work longitudinally, not simply for an individual or one-day program. One-day programs can be helpful for exposing opportunities to enhance curricular learning, but working with students longitudinally is something I now recognize as a preference of mine because of my ability to witness and assess change.
Co-Curricular learning, or integrating/ complementing academic learning with experiential learning, also serves as a catalyst for a student’s development around certain areas. That’s why our own program is shaped that way, isn’t it? If programs are going to be one-day or even short or long term, matching opportunities to students’ specific needs (individual consultations) and connecting them to opportunities that relate to their interest are very important. Student Development is a process of growth and change. This growth and change can occur in many capacities and based on the vantage point from which the beholder is observing that growth can be perceivably forward or digressive. I believe it is important to not “box my students in” to what I perceive to be correct but rather allow them to create their own path, with their own intentions, and create “correct” for themselves. “Challenge, Support, and Readiness” is a theory that more generally focuses on student’s holistic development rather than in a particular area. The generalization of this theory increases its applicability to many students and in many situations and I find it to be most effective for the change I hope to create.
This outcome calls for an understanding of psychosocial, cognitive, college impact and learning theories and the essentials were all covered in our Student Development course. The outcome also calls for an understanding of selected counseling theories and practices, which were covered in our counseling course, followed by a continued emphasis on specific theories in our Helping Skills course. And finally this learning outcome calls for an “understanding of characteristics of effective educational interventions,” which I feel ultimately relates back to assessment but uses theory as a guiding factor. The learning outcome does not however call for an acceptance or utilization of student development theory, just our understanding, which brings me back to the commentary at the beginning of this reflection, theory, can and should simply be used as a guide.
My assistantship constantly allows me to process this learning outcome. Each of my students are in different places in their lives, with differing identities, and different understandings of themselves and others. The concept of “meeting them where they are” is very important to me as I already stated in order to ensure that the programmatic efforts behind our organization are being intentionally constructed to facilitate and foster that continued growth. I am even able to have conversations with my students about theory and they inquire to know more, which only strengthens my awareness of their development as they begin to reflect introspectively. My internship with Upward Bound also provides me with similar insight as I am able to see the development in my high school students throughout each session, activity, and program; from initial exposures to college to understanding how to utilize their resources. The course on Student Development provided us with a great opportunity to connect theory to practice. One assignment in particular, a student interview, really allowed me to understand what theory meant, and also its applicability.
The important aspect is the intersectionality is something that cannot be denied. I very much acknowledge students holistic development as well as their needs and although intersectionality can’t be ignored or separated, it goes without contest that individuals can also be, and are, in varying places with their understanding of different aspects of their identities. I think that recognizing those places that may be a bit further behind while also being aware of those identities that are more developed is essential when working with our students. Overall I appreciate that there are so many theories that focus not just on the development of our students as students (with an academic focus) but development as a person, a young adult, and an individual within various roles. All of our students’ identities are important in making them who they are when they come to us, and anyway that we can further their understanding of themselves (and ourselves simultaneously) is a benefit. I believe an understanding of Student Development Theory allows us to provide that assistance and I look forward to gaining a greater understanding of it in my future.