College Student Development in a Catholic University Context Catholic Higher Education (ELHE7503/TMRE7117) Daniel A. Zepp April 8th, 2015

Outline

� What is a theory? � Overview of college student development

theories � College student development in a

Catholic university context ◦ Connection to readings

� Application to group projects ◦ Theory into practice

What is a theory? �  Informal/anecdotal theories ◦  Common sense or a particular point of view based

on experience, assumptions, and beliefs �  Examples ◦  “Co-curricular involvement is associated with higher

levels of satisfaction with the college experience” ◦  “Black college students are more likely than students

of other racial/ethnic identities to experience discrimination in college” ◦  “Enrollment in philosophy and theology courses is

associated with higher levels of moral development” Jones, S. R. & Abes, E. S. (2010). The nature and uses of theory. In Student services: A handbook for the profession. San Francisco: Jossey-Bass.

College Student Development

College Student Development

� Psychosocial theories � Cognitive theories � Person-environment (ecological) theories �  Social identity theories � Holistic theories (Journey Into Adulthood)

Psychosocial Theories �  People develop in patterned ways – certain

tasks/skills/roles must be mastered to successfully manage a certain life stage

�  Eriksonian “identity” (1953) ◦  Existential question for stage of adolescence: �  Who am I? Who can I be?

� Chickering’s seven vectors ◦  1) Developing competence, 2) Managing

emotions, 3) Moving through autonomy toward interdependence, 4) Developing mature interpersonal relationships, 5) Establishing identity, 6) Developing purpose, and 7) Developing integrity

Cognitive Theories

�  Integrated structures that move from simple to complex meaning-making (stage theories)

� Cognitive and affective (Piaget, 1968) �  Intellectual (Perry, 1970) � Moral (Gilligan, 1982; Kohlberg, 1972) �  Faith (Fowler, 1981) � Consciousness (Kegan, 1998)

Person-Environment (Ecological) Theories �  By actively engaging with environment, college

students increase in complexity as do their environments (reciprocal influence)

� Gender as a performance (Butler, 1990) �  Emerging adulthood (Arnett, 2000) �  Positive college student outcomes associated

with ◦  Challenge and support (Sanford & Adelson,1962) ◦  Involvement (Astin, 1984) ◦  Integration in academic and social systems (Tinto,

1993) ◦  Engagement (Kuh et al., 2005)

Holistic Theories �  College students are whole persons (e.g. not simply

“cognitive” beings) ◦  Previous theories are not necessary incorrect, but

incomplete as independent and discrete theories �  Parks (2000) ◦  Forms of dependence (psychosocial) ◦  Forms of knowing (cognitive) ◦  Forms of community (person-environment)

�  Journey Into Adulthood (2007) ◦  Intellectual (cognitive) ◦  Social (person-environment) ◦  Spiritual (Jesuit Spirituality; Parks,2000)

Journey Into Adulthood (2007)

Journey Into Adulthood (2007)

�  Intellectual, spiritual, and social are dimensions of a whole

� Think integration and intersection ◦ Not an additive: “Intellectual + Spiritual +

Social” �  Intellectual not simply for academic affairs �  Spiritual not simply for campus ministry �  Social not simply for student affairs

◦ Holistic development Inside and outside of classroom

Missions of Other Catholic Colleges and Universities �  Franciscan University of Steubenville (IL) ◦ Moral, spiritual, and religious values ◦  “An education that challenges you intellectually,

forms you professionally, and feeds you spiritually”

� Merrimack College (MA) ◦  Intellectual, moral, spiritual, physical, and personal

awareness to make wise choices of life, career, and service

�  Stonehill College (MA) ◦ Moral, spiritual, intellectual, and social

Missions of Christian Colleges and Universities � Aquinas College (TN) ◦  Intellectual, moral, spiritual, and professional

�  Baylor University (TX) ◦  Spiritual maturity, strength of character and moral

virtue ◦  “Beyond the intellectual life, the University

pursues the social, physical, ethical, and spiritual development of each student”

�  Liberty University (VA) ◦  Spiritual, intellectual, social and physical value-

driven behavior

Mission of Secular Colleges and Universities � Harvard College (MA) ◦  Intellectual transformation, social

transformation, and personal transformation

� Duke University (NC) ◦  Intellectual growth, high ethical standards, and

full participation as leaders in their communities

Connection to Readings

� What developmental outcomes are highlighted in the readings? ◦  Effective Student Leadership ◦  CARA studies ◦  BCQ 2008 Survey ◦  HERI Data ◦  Promising Practices Guidebook

� How are these outcomes distinctive, if at all, in a Catholic university context?

Catholic College Identity (PBS)

� Georgetown and Ave Maria ◦  http://www.pbs.org/wnet/religionandethics/

2013/10/25/october-25-2013-catholic-college-identity/20827/

Implications for Practice

� Catholic colleges and universities are concerned with the holistic development of their students (whole person education)

�  For group projects… ◦ How does your college/university fit into the

American/Christian/Catholic landscape? �  Points of commonality �  Points of departure

Points of Departure

� What is distinctive about your Christian college/university?

� What is distinctive about your Catholic college/university?

� What is distinctive about your charism/spirituality? (if applicable)

� What is distinctive about your approach to college student development?

Points of Commonality

� How is your college/university in sync with other colleges and universities?

� How is your approach in sync with theories of college student development? ◦ Cognitive ◦  Psychosocial ◦  Person-environment ◦ Holistic

Application to Group Projects

�  Student development theory implications: ◦ The Board of Trustees ◦ The President’s Cabinet ◦ The Senior Academic Officer’s Staff ◦ The Senior Student Affairs Officer’s Staff

� Theory into practice ◦ Not simply an approach (e.g. mission

statement) but embedded in institutional initiatives