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Applying Developmental Frameworks to Applying Developmental Frameworks to

Applying Developmental Frameworks to - PowerPoint Presentation

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Applying Developmental Frameworks to - PPT Presentation

Learning with Alums Patricia King University of Michigan AACU Annual Conference January 23 2016 Designing Strategies for Learning with Alums Factors to Consider Intended outcomes and their relationship to intended collegiate outcomes eg critical thinking intercultural effectiveness ID: 474190

king developmental amp baxter developmental king baxter amp college outcomes learning magolda students alums intercultural development student maturity model

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Slide1

Applying Developmental Frameworks to Learning with Alums

Patricia

King, University of Michigan

AACU Annual Conference, January 23, 2016Slide2

Designing Strategies for Learning with Alums: Factors to Consider

Intended outcomes

and their relationship to intended collegiate outcomes (e.g., critical thinking, intercultural effectiveness, integration of learning)

Student characteristics

(background, assumptions, developmental complexity)

The

nature and context of

the experience(s)

being designed

Facilitators’ expertise and assumptions

To shift from randomness to purposeful pathways, we need to examine what kinds of civic learning occur in which sites of activity at what stage in the student’s intellectual development”

(Musil, 2003, p

. 5

).Slide3

Learning from and about Development

Handout: Frameworks that Inform Working with Alumni/ae toward Civic Ends

Self-Authorship theory (based on Baxter Magolda & King, 2012)

Musil’s (2003) Faces/Phases of Citizenship. [

Note: I have extrapolated the timing using Musil’s framework based on other research

.]

Developmental Model of Intercultural Maturity (King & Baxter Magolda, 2005; Perez, Shim, King, & Baxter

M

agolda, 2014)

My strategy here was to map well-established developmental transitions observed in research on college students onto the timeline of transitions into

, during and after

college

I offer this as a tool for asking questions and considering strategies to promote civic outcomes.Slide4

Implications

Most college students don’t evidence the knowledge, skills, or developmental capacities associated with mature development on these theories.

Clearly, we need to continue to improve our record of achieving educational outcomes during college.

Working with alums allows for additional opportunities to refine these skills, arguably when students better see their value.

The impact of “high impact” practices varies

by developmental

level.

This shows the importance of paying attention to students’ developmental characteristics when selecting educational strategies.

New majority students and older, more experienced alums may have more advanced developmental skills, different motivations for engagement, and different

assumptions about ”how the world

works.”

The nature and quality of responsibilities, expectations, and scaffolded support are key factors affecting the achievement of developmental outcomes.Slide5

References

Baxter Magolda, M. B. & King, P. M. (2012).

Assessing m

eaning making

and s

elf-authorship

: Theory,

research

, and

application

.

ASHE Higher Education Report, 38

(3). San Francisco, CA: Jossey-Bass.

King

, P. M. & Baxter Magolda, M. B. (2005). A developmental model of intercultural maturity.

Journal of College Student Development, 46

(6), 571-592.

Musil, C. M. (2003). Educating for citizenship.

Peer Review 5

(3), 4-8.

Perez

, R. J., Shim, W., King, P. M. & Baxter Magolda, M. B. (2015). Refining King and Baxter Magolda’s model of intercultural maturity.

Journal of College Student Development, 56

(8), 759-776.

Seifert, T., Gillig, B., Hanson, J. M., Pascarella, E. T., & Blaich, C. F. (2014).

The conditional nature of high impact/good practices on student learning outcomes.

The

Journal of Higher Education,

85

(4), 531-564.