Past and Future CSSA Summer Institute Linda Reisser Ed D Dean of Student Development July 21 2015 Questions What does it mean to belong to a profession called student development ID: 535906
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Student Development: Past and Future
CSSA Summer InstituteLinda Reisser, Ed. D.Dean of Student DevelopmentJuly 21, 2015Slide2
QuestionsWhat 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?Slide3
What’s a “Professional?”
High level of competence, knowledgeCommitment to ongoing learning
H
istory
B
asis
in theory and research
B
ody
of knowledge; literature; foundation documents
Common language
Core
values; recognized set of ethics
Standards for assessment
Professional
organizations
Principles of good practiceSlide4
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
.Slide5
Developmental Stages – Higher Education Colleges and Universities820 1825 1901 2015 Stage 1 Stage 2 Stage 3
Slide6
How did the profession evolve?Colleges and Universities820 1825 1901 2015
Stage 1 Stage 2 Stage 3Student Development Professionals 1870 1937 2015 Stage 1 Stage 2 Slide7
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
potentialSlide8
Theory and Research
Cognitive TheoriesWilliam Perry - intellectual developmentLawrence 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 vectorsSlide9
1969 - Education and Identity published
By Arthur Chickering (Goddard College)assessed students in 13 liberal arts collegesused 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 developmentSlide10
1993 - RevisionSlide11
Chickering’s Seven Vectors1. Developing
competence2. Managing emotions3. Moving through autonomy toward interdependence
4. Developing
mature
interpersonal relationships
5. Establishing
identity
6. Developing
purpose
7. Developing
integritySlide12
How does student development happen?Nevitt Sanford
The American College (1962)CHALLENGE + SUPPORT =GROWTHSlide13
Virginia
Satir – Model of TransitionsSlide14
How does professional or institutional development happen?Driving Forces
:ReadinessCulture shiftChampion/catalystNecessityCrisisMandateLeadership
Restraining Forces
:
Inertia
Resistance
Denial
Lack of resources
Lack of leadership
Lack of institutional will
Low trust
Burn-outSlide15
How did the profession evolve?Colleges and Universities820 1825 1901 2014
Stage 1 Stage 2 Stage 3Student Development Professionals 1870 1937 2014 Stage 1 Stage 2 Slide16
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.”
Slide17
1020 A.D. - Monastic schools were expanding throughout Europe.Slide18
By 1220 - Two universities had been established at Paris and Bologna.
Bologna
ParisSlide19
By 1320, there were 20 universities in Europe. The Latin word for “union” = universitas
. Slide20
“Bachelors” followed “Masters”
Latin-speaking instructors competed with each other for students, in Europe.Slide21
Some English scholars left Paris, and moved to Oxford and Cambridge.
Religious orders opened houses for students. Slide22
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.
Slide23
Oxford Colleges
Merton College became the model for colleges at Oxford and Cambridge.Slide24
Cambridge Slide25
The Curriculum:
The Seven Liberal ArtsThe TriviumGrammarreading, writing, and speaking LatinRhetoric
public speaking & literature
Logic
demonstrating the validity of propositionsSlide26
The Quadrivium
Arithmetic - counting, adding up tithes, etc.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 Slide27
Degree Requirements
Bachelor or Arts – 6 years Master of Arts – 7 years Doctor of Law, Medicine, or Theology – 12 yearsSlide28
Town vs. GownSlide29
By 1620, there were many rules about student conduct problems, enforced by the faculty.Prohibited:
hunting wild animals with houndswalking publicly in boots
growing
curls
playing football
fencing, rope-dancing, or “stage-playing”Slide30
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.”
Slide31
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 keptSlide32
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
Slide33
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.
Slide34
- 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:Slide35
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 HebrewSlide36
Colonial Student Developmentintellectual competence (reading the classics, disputation, rhetoric)
managing emotions (controlling adolescent impulses)autonomy from parents; navigating the college- purpose and identity (Congregational minister)
Slide37
Stage 2 - 1825 - 19011825
Thomas Jeffersonfounded the University of Virginiashift toward state-supported secular and nondenominational
more advanced instruction
choice of majors Slide38
Between 1825 and 1862
More support for public funding of education
P
ublic
high schoolsOberlin admitted African
-
Americans
in 1835
and
women in 1838
Western
frontier movement
L
abor
movement
M
ovements
toward reform
,
egalitarianism
M
ore
pluralistic society
M
ore
kinds of collegesSlide39
Conflicting Priorities
small and elitist vs. large and egalitarianliberal arts/classical curriculum vs. many optionsfaculty focus on character formation vs. teaching in their disciplineholistic approach vs. focus on intellectual (and vocational) competence Slide40
1862 - Morrill Land Grant Act
growing demand for education beyond high schoolfederal funding for large state universitiesmany states established big universitiesagricultural and mechanical courses as well as liberal arts Slide41
Faculty roles changing
academic disciplines developingscholarship becoming more objective more graduate work at German research universitiesfaculty wanted to do researchfaculty did not want to:live with the students
deal with conduct problems
Influence what students did
outside of classesSlide42
Student Development - Stage 1
First dean position created at Harvard in 1870Slide43
Students developed their own social and intellectual activities
Greek societies athletics drama and music groups publications debating teams
literary societies Slide44
Deans and Advisors were hired Slide45
Turning point: 1901First
public junior college in Joliet, IllinoisHigh schools added two more years, broadened mission, added vocational programs, adult basic skills, continuing education, and community service Slide46
Student Development Stage 2 – 1937 - “The Student Personnel Point of View”
published by the American Council on Education identified 23 student services rolesasked 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 appreciationsSlide47
After World War IIGI Bill
rapid growth of community collegesmore specialists in student servicesskills and knowledge defined for each functiongraduate programsprofessional associationssocial scientists studied college student behaviorresearch and theory on student developmentSlide48
The Future of Student Development?Slide49
Stage 3 CharacteristicsColleges and Universities820 1825 1901 2015 Stage 1 Stage 2 Stage 3
Slide50
“Open Door” or Revolving Door?
- Focus on access - Funding tied to enrollment
-
E
nrollments increase
many are underprepared academically, financially, etc
.
Low rates of student success
Tolerance of
achievement gaps
Slide51
Complete College AmericaFor 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
/Slide52
Graduation Rates Achievement Gaps
52Slide53
“Balkanization”Individual faculty prerogative
- classes multiplyFragmented course-takingCulture of isolation Boutique programs
Culture of anecdote
Reclaiming the American Dream: A Report from the 21
st
Century Commission on the Future of Community Colleges
– 2011 AACC Slide54
Winds of ChangeStudents changingDemographics
Conduct/students of concernEnvironment changingMiddle class decliningDeclining enrollmentRegulations/unfunded mandatesConcern about student debtTechnology changingOnline learning/MOOCs
New ways to access informationSlide55
Driving ForcesFederal and state focus on student success
Accreditation – revised standardsFoundations and agencies investing in completion Performance-based funding?Slide56
On overload?Compassion fatigue?Innovation fatigue?More demands?
More stress?Slide57
Wheel of the self
Sharon
Wegscheider
-Cruse
Spiritual
Physical
Volitional
Emotional
Mental
SocialSlide58
Your Vehicle - Boat Metaphor
Looking at students moving toward degree completion (or transfer)—are they : In a leaky rowboat*?
In a rowboat,
rowing?
In a sailboat? In a motorboat?* Do they HAVE a boat?Slide59
Vehicle for the Journey
Sea-worthy?
Right Crew?
Supplies and tools?
Maps?
Compass?Slide60
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 communitiesUse AACC’s maps.Sail through barriers.
Bridge across silos with communication
Learn new tools and models Pilot something scalableSlide61
American Association of Community Colleges
Reclaiming the American Dream: A Report from the 21st Century Commission on the Future of Community Colleges – 2011 AACC Slide62
DestinationsFrom 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 21
st Century Commission on the Future of Community Colleges – 2011 AACC Slide63
From “Balkanization” to evidence-based, systemic approachFrom 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 21
st
Century Commission on the Future of Community Colleges
– 2011 AACC Slide64
Applications?
CSSA WEBSITE - http://oregoncssa.org/Slide65
Share examples . . . - building bridges, breaking silos, connecting and collaborating?
gathering data to assess the effectiveness of your services?new initiative that might increase students’ completion of courses, credits, and credentials?.