A guiding principle of the National Academic Advising Association
is that “advising is teaching” (Crookston, 1972).
Narrative
As a graduate student in the College Student Personnel program, we are required to take CSP 6020, Theory and Assessment of College Student Development. This course gave me an excellent background in a wide range of human development theories that provide insight into student learning, growth, and development during college. Theory is the foundation upon which much of the work in student affairs practice and research is based (Pope, Reynolds, & Mueller, 2004). Theories help inform our practice and, in student affairs, theories allow us to better understand how students learn and develop. In addition, theories help us to design and implement more effective programs and services and can help to direct our research. Theories in student affairs help us to understand the behavior of individual students and groups on a college or university campus.
One of our assignments for this course involved choosing one theory to study in depth by interviewing three current college students. The purpose of this assignment was to gain experience in applying a formal theory to our work with real students. I chose to research Nancy Schlossberg’s Transition Theory and assessed the development of each student who I interviewed using this theory. (See copy of formal theory paper below.) In addition, I used the knowledge I gained from this assignment to develop a PowerPoint presentation on student development theory and applying Schlossberg’s Transition Theory to advising students for our peer educators at Owens Community College. (See PowerPoint presentation below.)
Schlossberg’s transition theory originated because she believed a need existed to develop a systematic framework that would facilitate an understanding of adults in transition and direct them to the help they needed to cope with the “ordinary and extraordinary process of living” (Evans, Forney, Guido, Patton & Renn, 2010, p. 213). According to Goodman, Schlossberg, and Anderson (2006), a transition is “any event or non-event that results in changed relationships, routines, assumptions, and roles” (p. 33).
Goodman et al. (2006) endorsed the idea of transitions having three phases, which they called “moving in,” “moving through,” and “moving out.” There are four major factors, known as the “4 S’s,” that influence the ability of an individual to cope during a transition: situation, self, support, and strategies. A person’s effectiveness in coping with transition depends on his or her resources in these areas. Individuals have both assets and liabilities as they encounter transitions.
I have found this theory to be very useful and effective in my work as an advisor with both traditional and non-traditional-aged students. The theory is easy to understand and apply and uses language that makes sense to students. Also, talking with students about their ratio of assets to liabilities gives both them and me great insight into their situation and often sparks conversation about next steps to manage the stress of the transition. No matter what, transitions are unavoidable. Everyone experiences both predictable and unanticipated transitions throughout their life, and a theory that provides a framework for understanding transitions and how individuals cope is helpful in my work with students.
In addition, I also gained experience in this competency by taking HIED 7340-College and University Teaching. During this class, I created and refined my own personal philosophy of teaching and learning. (See copy of teaching philosophy below.) I also learned a number active learning strategies and teaching methods to enhance my effectiveness as a teacher. Using the information I gained during this course, I created my own course syllabus, lesson plans, and grading rubrics for a job search class I taught as part of my practicum experience in career counseling at BGSU’s Firelands campus. (See copies of these items below.) During this semester, I received two student e-mails that speak to my teaching style and my desire to create an inclusive environment where students feel that they matter. (See e-mails below.)
Lastly, in the course, CSP 6040- Educational Outcomes of American Colleges and Universities, I designed my own college, called U-Matter Community College (Click on link to view the U-Matter Community College website I created). This project represents what I believe and value about student
learning and development. The name “U-Matter Community College” symbolizes the important need that each and every individual has to feel a sense of belonging and mattering. A sense of belonging is the positive feeling one has when he or she feels as though they are part of something (Schlossberg, 1989). It also includes an understanding of what is expected. Programs and services that help students immediately begin to feel a
sense of belonging to the campus community can make a positive impact on whether or not students decide to persist. Related to belonging is one’s need to feel that one matters. Mattering includes an individual’s desire to be noticed and acknowledged when in the presence of others and missed when gone and knowing that others are personally interested in us and are depending on us. Mattering refers to one’s belief, right or wrong, that he or she matters to someone else and is appreciated. Even with our differences, we are connected by the need to matter and the need to belong. Creating environments that show all students that they matter will create greater student involvement and this involvement will lead to students persisting to graduation (Astin, 1993).
At U-Matter, there is a focus on the liberal arts core and how this enhances students' abilities to realize the intended learning outcomes. Academics, student life, and student services each focus on the holistic development (body, mind, spirit, intellect) of students. Faculty, student affairs staff, and peer leaders work collaboratively to help students learn, develop, and achieve the intended learning outcomes in curricular and co-curricular settings. Students establish membership in the campus community by becoming academically and socially integrated and student retention is significantly tied to student involvement (Tinto, 1993). First-Year Seminar (FYS) is the first integration seminar (I-Seminar) that is an integral part of the student experience at U-Matter Community College. Each semester students are enrolled in an I-Seminar. These seminars help students make connections across the curriculum.
Resources:
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Astin, A. W. (1993). What matters most in college? Four critical years revisited. San Francisco, CA: Jossey-Bass.
Crookston B. B. (1972). A developmental view of academic advising as teaching. NACADA Journal. 14(2), 5-9.
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.
Goodman, J., Schlossberg, N. K., & Anderson, M. L. (2006). Counseling adults in transition: Linking practice with theory (3rd ed.). New York, NY: Springer Publishing Company.
Pope, R. L., Reynolds, A. L. & Mueller, J. A. (2004). Multicultural competence in student affairs. San Francisco, CA: Jossey-Bass.
Schlossberg, N. K. (1989). Marginality and mattering: Key issues in building community. In D.C. Roberts (Ed.), Designing campus activities to foster a sense of community. New Directions for
Student Services, 48 (pp. 5 – 15). San Francisco, CA: Jossey-Bass.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.
Photo from http://rwc-ltc.wikispaces.com
One of our assignments for this course involved choosing one theory to study in depth by interviewing three current college students. The purpose of this assignment was to gain experience in applying a formal theory to our work with real students. I chose to research Nancy Schlossberg’s Transition Theory and assessed the development of each student who I interviewed using this theory. (See copy of formal theory paper below.) In addition, I used the knowledge I gained from this assignment to develop a PowerPoint presentation on student development theory and applying Schlossberg’s Transition Theory to advising students for our peer educators at Owens Community College. (See PowerPoint presentation below.)
Schlossberg’s transition theory originated because she believed a need existed to develop a systematic framework that would facilitate an understanding of adults in transition and direct them to the help they needed to cope with the “ordinary and extraordinary process of living” (Evans, Forney, Guido, Patton & Renn, 2010, p. 213). According to Goodman, Schlossberg, and Anderson (2006), a transition is “any event or non-event that results in changed relationships, routines, assumptions, and roles” (p. 33).
Goodman et al. (2006) endorsed the idea of transitions having three phases, which they called “moving in,” “moving through,” and “moving out.” There are four major factors, known as the “4 S’s,” that influence the ability of an individual to cope during a transition: situation, self, support, and strategies. A person’s effectiveness in coping with transition depends on his or her resources in these areas. Individuals have both assets and liabilities as they encounter transitions.
I have found this theory to be very useful and effective in my work as an advisor with both traditional and non-traditional-aged students. The theory is easy to understand and apply and uses language that makes sense to students. Also, talking with students about their ratio of assets to liabilities gives both them and me great insight into their situation and often sparks conversation about next steps to manage the stress of the transition. No matter what, transitions are unavoidable. Everyone experiences both predictable and unanticipated transitions throughout their life, and a theory that provides a framework for understanding transitions and how individuals cope is helpful in my work with students.
In addition, I also gained experience in this competency by taking HIED 7340-College and University Teaching. During this class, I created and refined my own personal philosophy of teaching and learning. (See copy of teaching philosophy below.) I also learned a number active learning strategies and teaching methods to enhance my effectiveness as a teacher. Using the information I gained during this course, I created my own course syllabus, lesson plans, and grading rubrics for a job search class I taught as part of my practicum experience in career counseling at BGSU’s Firelands campus. (See copies of these items below.) During this semester, I received two student e-mails that speak to my teaching style and my desire to create an inclusive environment where students feel that they matter. (See e-mails below.)
Lastly, in the course, CSP 6040- Educational Outcomes of American Colleges and Universities, I designed my own college, called U-Matter Community College (Click on link to view the U-Matter Community College website I created). This project represents what I believe and value about student
learning and development. The name “U-Matter Community College” symbolizes the important need that each and every individual has to feel a sense of belonging and mattering. A sense of belonging is the positive feeling one has when he or she feels as though they are part of something (Schlossberg, 1989). It also includes an understanding of what is expected. Programs and services that help students immediately begin to feel a
sense of belonging to the campus community can make a positive impact on whether or not students decide to persist. Related to belonging is one’s need to feel that one matters. Mattering includes an individual’s desire to be noticed and acknowledged when in the presence of others and missed when gone and knowing that others are personally interested in us and are depending on us. Mattering refers to one’s belief, right or wrong, that he or she matters to someone else and is appreciated. Even with our differences, we are connected by the need to matter and the need to belong. Creating environments that show all students that they matter will create greater student involvement and this involvement will lead to students persisting to graduation (Astin, 1993).
At U-Matter, there is a focus on the liberal arts core and how this enhances students' abilities to realize the intended learning outcomes. Academics, student life, and student services each focus on the holistic development (body, mind, spirit, intellect) of students. Faculty, student affairs staff, and peer leaders work collaboratively to help students learn, develop, and achieve the intended learning outcomes in curricular and co-curricular settings. Students establish membership in the campus community by becoming academically and socially integrated and student retention is significantly tied to student involvement (Tinto, 1993). First-Year Seminar (FYS) is the first integration seminar (I-Seminar) that is an integral part of the student experience at U-Matter Community College. Each semester students are enrolled in an I-Seminar. These seminars help students make connections across the curriculum.
Resources:
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Astin, A. W. (1993). What matters most in college? Four critical years revisited. San Francisco, CA: Jossey-Bass.
Crookston B. B. (1972). A developmental view of academic advising as teaching. NACADA Journal. 14(2), 5-9.
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.
Goodman, J., Schlossberg, N. K., & Anderson, M. L. (2006). Counseling adults in transition: Linking practice with theory (3rd ed.). New York, NY: Springer Publishing Company.
Pope, R. L., Reynolds, A. L. & Mueller, J. A. (2004). Multicultural competence in student affairs. San Francisco, CA: Jossey-Bass.
Schlossberg, N. K. (1989). Marginality and mattering: Key issues in building community. In D.C. Roberts (Ed.), Designing campus activities to foster a sense of community. New Directions for
Student Services, 48 (pp. 5 – 15). San Francisco, CA: Jossey-Bass.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.
Photo from http://rwc-ltc.wikispaces.com
Artifacts:
Formal Theory Paper:
Student Development Theory PowerPoint for Peer Education Training:
My Teaching Philosophy:
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Job Search Class Materials:
Student E-mails From Job Search Class:
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