student development: past and future cssa summer institute linda reisser, ed. d. dean of student...
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Student Development:
Past and Future
CSSA Summer Institute
Linda Reisser, Ed. D.
Dean of Student Development
July 24, 2014
Questions
• What does it mean to belong to a profession called “student development?”
• What is “student development?”
• How did the profession evolve?
• Where are we now?
• Where are we going?
Developmental Stages
Colleges and Universities
820 1825 1901 2014
Stage 1 Stage 2 Stage 3
How did the profession evolve?
Colleges and Universities
820 1825 1901 2014
Stage 1 Stage 2 Stage 3
Student Development Professionals
1870 1937 2014
Stage 1 Stage 2
What’s a “Professional?”
1) High level of competence, knowledge2) Commitment to ongoing learning3) History4) Basis in theory and research5) Body of knowledge; literature; foundation
documents6) Core values; recognized set of ethics7) Principles of good practice8) Standards for assessment 9) Professional organizations10) Common language
Principles of Good Practice in Student Affairs (National ACPA/NASPA Study Group, 1997)
Good practice in student affairs:
1. Engages students in active learning.
2. Helps students develop coherent values and ethical standards.
3. Sets and communicates high expectations for student learning.
4. Uses systematic inquiry to improve student and institutional performance.
5. Uses resources effectively to achieve institutional missions and goals.
6. Forges educational partnerships that advance student learning.
7. Builds supportive and inclusive communities.
What is “student development?”
• higher level of competence and knowledge
• more complexity• more integration of learning and
experience• transformation of consciousness • more self-awareness and self-esteem• building strengths• actualizing potential
Theory and Research
• Cognitive Theories William Perry - intellectual development Lawrence Kohlberg - ethical development. Carol Gilligan challenged Kohlberg’s model with research on
women’s moral development (1982) Mary Belenky et al. - Women’s Ways of Knowing (1987)
• Typology theories Myers-Briggs Typology Indicator Holland’s career aptitudes Kolb’s Learning Styles
• Psychosocial Theories Chickering’s seven vectors
1969 - Education and Identity published
• By Arthur Chickering (Goddard College)
• assessed students in 13 liberal arts colleges
• used the Omnibus Personality Inventory, faculty evaluations, student self-assessments, and observation
• identified 7 vectors—directions in which students tended
to move while in college
• encouraged colleges to be intentional about fostering development
1993 - Revision
Chickering’s Seven Vectors
1. Developing competence2. Managing emotions3. Moving through autonomy toward interdependence4. Developing mature interpersonal relationships5. Establishing identity6. Developing purpose7. Developing integrity
How does student development happen?
Nevitt Sanford
The American College (1962)
CHALLENGE +
SUPPORT =
GROWTH
Virginia Satir – Model of Transitions
How does professional or institutional development happen?
Driving Forces:Readiness
Culture shift
Champion/catalyst
Necessity
Crisis
Mandate
Restraining Forces:Inertia
Resistance
Denial
Lack of resources
Lack of leadership
Lack of institutional will
How did the profession evolve?
Colleges and Universities
820 1825 1901 2014
Stage 1 Stage 2 Stage 3
Student Development Professionals
1870 1937 2014
Stage 1 Stage 2
Higher Ed. Origins – 820 A.D.
Charlemagne realized that the Holy Roman Empire needed educated leaders.
He ordered cathedrals and monasteries to provide free schools to “every boy who had the intelligence and the perseverance to follow a demanding course of study.”
1020 A.D. - Monastic schools were expanding throughout Europe.
By 1220 - Two universities had been established at Paris and Bologna.
BolognaParis
By 1320, there were 20 universities in Europe.
The Latin word for “union” = universitas.
“Bachelors” followed “Masters”
Latin-speaking instructors competed with each other for students, in Europe.
Some English scholars had left Paris, and moved to Oxford and Cambridge.
Religious orders opened houses for students.
1264 - Merton College founded at Oxford
Walter de Merton, a chancellor of England and Bishop of Rochester, used revenues from his manor houses to fund a scholarly community, as many private benefactors did.
Oxford Colleges
Merton College became the model for colleges at Oxford and Cambridge.
Cambridge
The Curriculum: The Seven Liberal Arts
The Trivium
Grammar reading, writing, and
speaking Latin
Rhetoric public speaking &
literature
Logic demonstrating the
validity of propositions
The Quadrivium
Arithmetic - basis for quantitative reasoning
Geometry- for architecture, surveying, and calculating measurements
Astronomy- for calculating the date of Easter, predicting eclipses, and marking the passing of the seasons
Music- for worship, chanting
Degree Requirements
Bachelor or Arts – 6 yearsMaster of Arts – 7 yearsDoctor of Law, Medicine, or Theology – 12 years
By 1620, there were many rules about student conduct problems, enforced by the faculty.
Prohibited:
hunting wild animals with hounds
walking publicly in boots
growing curls
playing football
fencing, rope-dancing, or “stage-playing”
Conduct Reports
Account of a visitor to Magdalen College in 1507:
“Stokes was unchaste with the wife of a tailor.”
“Stokysley baptized a cat and practiced witchcraft.”
“Gregory climbed the great gate by the tower and brought a Stranger into the College.”
“Kendall wears a gown not sewn together in front.”
Laud’s Code - 1636
The Archbishop of Canterbury and Chancellor of Oxford, organized “the jumbled mass of rules and statutes by which Oxford confusedly governed itself.”
Among other things, it barred students from:
“idling about”
going anywhere where wine or the “Nicotian herb” was sold
visiting houses where harlots were kept
English Model Imported to the American Colonies
1620 - Pilgrims land in America. Puritans valued literacy.
Colonial colleges followed English models:
Harvard - 1636 William and Mary - 1693 Yale - 1701
In 1720 America . . .
Very few students went to college.
Crafts and trades, and farming and business could be learned through imitation or apprenticeships.
This was also true for the new professions, like law and medicine.
Only theology demanded further schooling.
Education was not compulsory, except in New England.
- examination by the President and tutors at Yale
-”read, construe, and parse Tully, Virgil, and the Greek Testament”
- write Latin prose
- understand Arithmetic, and
- “bring sufficient testimony of his Blameless and Inoffensive Life.”
Admissions Requirements for Yale:
Like the English colleges. . .
• “Staff” lived with the students and enforced the rules.
• Bachelors were taught by masters. • Colleges were small communities, in
pastoral, semi-monastic settings.• Tutors served “in loco parentis.” • There was one curriculum:
The Seven Liberal Arts:
Grammar, Logic, Rhetoric,
Music, Arithmetic, Geometry, Astronomy
The Three Philosophies:
Moral, Metaphysical, and Natural
The Two Tongues:
Greek and Hebrew
Colonial Student Development
- intellectual competence (reading the classics, disputation, rhetoric)
- managing emotions (controlling adolescent impulses)
- autonomy from parents; navigating the college
- purpose and identity (Congregational minister)
Stage 2 - 1820 - 1901
1825 Thomas Jefferson
founded the
University of Virginia
shift toward state-supported
secular and nondenominational
more advanced instruction
choice of majors
Between 1825 and 1862
• More support for public funding of education• Public high schools• Oberlin admitted African- Americans in 1835
and women in 1838• Western frontier movement• Labor movement• Movements toward reform, egalitarianism • More pluralistic society• More kinds of colleges
Conflicting Priorities
• small and elitist vs. large and egalitarian
• liberal arts/classical curriculum vs. many options
• faculty focus on character formation vs. teaching in their discipline
• holistic approach vs. focus on intellectual (and vocational) competence
1862 - Morrill Land Grant Act
• growing demand for education beyond high school
• federal funding for large state universities
• many states established big universities
• agricultural and mechanical courses as well as liberal arts
Faculty roles changing
academic disciplines developing scholarship becoming more objective more graduate work at German
research universities faculty wanted to do research faculty did not want to:• live with the students• deal with conduct problems• Influence what students did
outside of classes
Student Development - Stage 1
First dean position created at Harvard in 1870
Students developed their own social and intellectual activities
Greek societies athletics drama and music groups publications debating teams literary societies
Deans and Advisors were hired
Turning point: 1901
• First public junior college in Joliet, Illinois High schools added two more years, broadened mission, added
vocational programs, adult basic skills, continuing education, and community service
Student Development Stage 2 – 1937
- “The Student Personnel Point of View” • published by the American Council on Education
identified 23 student services roles asked colleges to foster not only students’ intellectual achievement,
but also their:
emotional make-up physical condition social relationships vocational aptitudes and skills moral and religious values economic resources aesthetic appreciations
After World War II
• GI Bill• rapid growth of community
colleges• more specialists in student
services• skills and knowledge defined
for each function• graduate programs• professional associations• social scientists studied college
student behavior• research and theory on student
development
The Future of Student Development?
Late Stage 3 Characteristics
Colleges and Universities
820 1825 1901 2014
Stage 1 Stage 2 Stage 3
“Open Door” or Revolving Door?
- Focus on access
- Funding tied to enrollment
- Enrollments increase
many are underprepared
academically, financially, etc.
- Low rates of student success
- Tolerance of achievement gaps
Complete College America
For every 10 freshmen seeking an Associate’s degree:
Five require remediation
Fewer than one graduate in three years
Between 1970 and 2009, undergraduate enrollment in the United States more than doubled, while the completion rate has been virtually unchanged
http://www.completecollege.org/
Graduation Rates Achievement Gaps
51
“Balkanization”
Individual faculty prerogative - classes multiply
Fragmented course-taking
Culture of isolation
Boutique programs
Culture of anecdote
Reclaiming the American Dream: A Report from the 21st Century Commission on the Future of Community Colleges – 2011 AACC
Winds of Change
• Students changing Demographics Conduct/students of concern
• Environment changing Middle class declining Political pressure Increasing regulation Concern about student debt
• Technology changing Online learning/MOOCs New ways to access information
Driving Forces
• Federal and state focus on student success
• Accreditation – revised standards
• Foundations investing in completion
• Performance-based funding coming
On overload?
• Compassion fatigue?
• Innovation fatigue?
• More demands?
• More stress?
How do we navigate?
Use Student Development as compass.- understand who our students are- be intentional about how we deliver
services, and how we promote student success- continue to build supportive and inclusive communities
Use AACC’s maps.
Sail through barriers.Bridge across silos with communicationLearn new tools and modelsPilot something scalable
American Association of Community Colleges
Reclaiming the American Dream: A Report from the 21st Century Commission on the Future of Community Colleges – 2011 AACC
Destinations
From focus on student access to a focus on access and student success.
From funding tied to enrollment to funding tied to enrollment, institutional performance, and student success.
From low rates of student success to high rates of student success.
From tolerance of achievement gaps to commitment to eradicating achievement gaps.
Reclaiming the American Dream: A Report from the 21st Century Commission on the Future of Community Colleges – 2011 AACC
From “Balkanization” to evidence-based, systemic approach
From individual faculty prerogative to collective responsibility for student success.
From fragmented course-taking to clear, coherent educational pathways.
From culture of isolation to a culture of collaboration.
From culture of anecdote to a culture of evidence.
From boutique programs to effective education at scale.
Reclaiming the American Dream: A Report from the 21st Century Commission on the Future of Community Colleges – 2011 AACC
Applications?
CSSA WEBSITE - http://oregoncssa.org/
Share examples . . .
- building bridges, breaking silos, connecting and collaborating?
- gathering data to assess the effectiveness of your services?
- initiate something that might increase students’ completion of courses, credits, and credentials?
.