According to Schuh, Jones, & Torres (2017) student affair professionals need to be knowledgeable on theoretical perspectives to understand college students developmental stages; experiences, and how the environment affect them. After the various definitions of theory from lectures and course readings, I define theory as a guide to explain the students’ holistic development, and the approach to address any issues and/or challenges the student may encounter whether cognitive, intrapersonal or interpersonal. Student affairs professional should understand the ‘whole’ student as they navigate through new experiences and find new perspectives as they negotiate who they are (self-evaluation), what their part is in a new environment (belonging), and
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In defining the main categories of theories in student affairs, Knefelkamp, Widick, & Parker (1978) notes, “A diverse array of theories provide the foundation for student affairs practice and typically grouped together in what is referred to as “family” of theories or “theory cluster” (as cited in Schuh, et al. p. 145). These theories focus on the development of the student. In addition, the relationship between the student and their environment: how they learn, engagement on campus and ultimately their success. Two of the theories I feel should be used in student affairs manifest from the Holistic and Cognitive development theories. From the Holistic development theories, Kegan’s theory of Self-Evolution is define as the students ability to confidently take the initiative to self-authority by focusing on the intersection of the students and their environment. Kegan (1982, 1994) notes, “theory of self-evaluation merges when students are trying to make meaning” (as cited in Schuh, et al. …show more content…
155). According to Kegan, for a student to develop self-authority there is a need to separate from other people’s perspective or expectation, for example, parents or mentors. Most college student will arrive to college campuses with a set of rules, values, and expectations from back home; however, the student should internally and identify their own set of values, rules, and expectation to move towards self-Authority (p. 157). In the Cognitive development theories, similar to Kegan’s self-evaluation, students are trying to make meaning of knowledge whether it is certain or just a perception. It is important to understand as the student is trying to make sense and organize their cognitive thinking and develop their learning (p. 169). Schuh, et al., (2017) notes, “Students will learn to navigate increasingly complex tasks by learning the knowledge and skills required to address life’s changing and unknown demands” (p. 169). In Perry’s Scheme of Intellectual and Ethical development theory, he developed nine stages (positions) a student may navigate through. During these stages the student moves from their inner circle (family) ideology to more self-ideology as
In defining the main categories of theories in student affairs, Knefelkamp, Widick, & Parker (1978) notes, “A diverse array of theories provide the foundation for student affairs practice and typically grouped together in what is referred to as “family” of theories or “theory cluster” (as cited in Schuh, et al. p. 145). These theories focus on the development of the student. In addition, the relationship between the student and their environment: how they learn, engagement on campus and ultimately their success. Two of the theories I feel should be used in student affairs manifest from the Holistic and Cognitive development theories. From the Holistic development theories, Kegan’s theory of Self-Evolution is define as the students ability to confidently take the initiative to self-authority by focusing on the intersection of the students and their environment. Kegan (1982, 1994) notes, “theory of self-evaluation merges when students are trying to make meaning” (as cited in Schuh, et al. …show more content…
155). According to Kegan, for a student to develop self-authority there is a need to separate from other people’s perspective or expectation, for example, parents or mentors. Most college student will arrive to college campuses with a set of rules, values, and expectations from back home; however, the student should internally and identify their own set of values, rules, and expectation to move towards self-Authority (p. 157). In the Cognitive development theories, similar to Kegan’s self-evaluation, students are trying to make meaning of knowledge whether it is certain or just a perception. It is important to understand as the student is trying to make sense and organize their cognitive thinking and develop their learning (p. 169). Schuh, et al., (2017) notes, “Students will learn to navigate increasingly complex tasks by learning the knowledge and skills required to address life’s changing and unknown demands” (p. 169). In Perry’s Scheme of Intellectual and Ethical development theory, he developed nine stages (positions) a student may navigate through. During these stages the student moves from their inner circle (family) ideology to more self-ideology as