2. Working in the Gray
Recognizing opportunities for the use of Student Development Theory in the financial aid office.
Chris Wise
Waubonsee Community College

3. How often does this happen?
Student
Financial Aid Advisor
My parent’s kicked me out!
These are the rules
I don’t know what I’m doing!
These are the regulations
Can’t you do this for me?
No, I have never looked at my portal.
NEXT!
My roommate got a Pell Grant, and she thinks I should have too.
But nobody told me I had to go to class to get my financial aid!
I’m being evicted and my mother is in the hospital!

4. We LOVE Rules and Regulations
They provide us with a safe zone.
They are easy to put into text, send in s or give out in a handbook.
It’s all there in Black and White

5. Are we missing an opportunity?
Student
Financial Aid Advisor
My parent’s kicked me out!
These are the rules
I don’t know what I’m doing!
These are the regulations
Can’t you do this for me?
No, I have never looked at my portal.
NEXT!
My roommate got a Pell Grant, and she thinks I should have too.
But nobody told me I had to go to class to get my financial aid!
I’m being evicted and my mother is in the hospital!

6. Serving the whole student?
Student development, Student Services, Enrollment Management.
We help students, but are we doing our part in furthering their overall development?
What role can we play?

7. Objectives
Gain a basic understanding of what student development theory is (and what it is not).
Introduce the concepts of three foundational theories of student development.
Relate principles of these theories to our work in financial aid.

8. Student Development
Has become a catchphrase, often without a true definition.
Sanford (1967) “The organization of increasing complexity”
Miller & Prince (1976) “the application of human development concepts in postsecondary settings so that everyone involved can master increasingly complex developmental tasks, achieve self-direction, and become interdependent”

9. Rodgers (1990) “The way that a student grows, progresses or increases his or her capabilities as a result of enrollment in an institution of higher education”
Different from change (altered condition) or growth (expansion, could be favorable or unfavorable).

10. Student Development Theory
Lots and Lots of research, many different theories
Identity Development
Ecological Approach to Development
Psychosocial Development
Gender Identity Development
Sexual Identity Development
Development of Self-Authorship
Cognitive Development
Moral Development
Ethnic Identity Development
Multiracial Identity Development
Transition Theory
Spiritual Development
Racial Identity Development
Social Identity Development

11. What is it?
It is a result of the need we have to make sense out of life.
It enables us to identify and address student needs when developing programs and policies.
Helps to create a campus environment that encourages positive student development.

12. Paradigm
Student development theory gives us perspective, or Lenses through which we can view students to better understand where they are coming from.
Paradigm = Interpretive Framework – Basic set of beliefs that guides action

13. What is it Not?
Student development theories are not rules or guidelines to be followed.
Student development theories are not categories into which every student fits.
Student development theories and their various stages and positions are not labels***

14. Theory DRIVES practice, it does not DEFINE practice
Always Remember
Theory DRIVES practice, it does not DEFINE practice

15. Three Foundational Theories
Nevitt Sanford’s theory of Challenge & Support
Arthur Chickering’s theory of Identity Development
William Perry’s theory of Intellectual and Ethical Development

16. Challenge & Support
Nevitt Sanford was one of the first to recognize student development as a function of the person-environment interaction.
Proposed three developmental conditions that must be determined:
Readiness
Challenge
Support

17. Challenge & Support
Readiness: Internal maturation or beneficial environmental factors.
Determine “Optimal Dissonance” – maximum level of conflict before retreat.
Challenge – presented by environment
Too High: Student can regress to less adaptive modes of behavior, escape or ignore the challenge
Too Low: May feel safe & satisfied, but do not develop

18. Challenge & Support
It is our job to determine the level of challenge that the student can handle, present them with that challenge and then provide the support needed for the student to experience actual development.
Can’t you do this for me??

19. Chickering’s Theory of Identity Development
Arthur Chickering
Perhaps the most well-known of student development theorists.
Wrote the seminal book “Education and Identity” (1969) based on research conducted between
Early research was focused on faculty, evaluating how curricular practices affected student development.
Chickering’s book and research became important for student affairs professionals later.
Proposed seven “vectors” of development that
contributed to formation of identity.

20. Chickering’s Seven Vectors
Establishing Identity
Developing Competence
Managing Emotions
Autonomy to Interdependence
Developing Mature Interpersonal Relationships
Developing Integrity
Developing Purpose

21. Chickering’s Seven Vectors
Developing Competence: Intellectual, physical, interpersonal.
Managing Emotions: Learn to act on feelings responsibly.
Moving through Autonomy toward Interdependence: Develop emotional independence (self direction) leading to awareness of interconnectedness with others.
Developing Mature Interpersonal Relationships: Appreciation of differences – intercultural and interpersonal
tolerances.

22. Chickering’s Seven Vectors
Establishing Identity: Comfort with body, appearance, gender, sexual orientation, social & cultural heritage – Self Acceptance.
Developing Purpose: Clear vocational goals, commitment to interests and relationships.
Developing Integrity: Three overlapping stages – humanizing values, personalizing values & developing congruence.

23. Chickering’s Seven Vectors
Progression is not necessarily linear.
Move through the vectors at different rates.
Students may deal with issues from more than one vector at the same time.
Could be moving backward in one vector while moving forward in others.
Vectors can interact with each other.

24. Chickering’s Seven Vectors
Developing Competence
Managing Emotions
Moving Through Autonomy Toward Interdependence
Developing Mature Interpersonal Relationships
Establishing Identity
Developing Purpose
Developing Integrity

25. Chickering’s Seven Vectors

26. How can we help?
Understand and recognize students who are struggling with or working through these vectors.
Target certain vectors and add skills that will help students move through other vectors.

27. Theory DRIVES practice, it does not DEFINE practice
Always Remember
Theory DRIVES practice, it does not DEFINE practice

28. Perry’s Theory of Intellectual (Cognitive) and Ethical Development
William Perry (1968) believed that intellectual and ethical development are the structures that shape how people view their experiences.
Cognitive – How people make meaning of their world and experiences.
Perry’s theory looks at students’ differences in meaning-making as it relates to growth in cognitive complexity.

29. Perry’s Theory
Based on the belief that development occurs during transition between stages – understand students in motion.
Students’ meaning-making evolves as they move from Duality to Multiplicity to Relativism.

30. Perry’s Theory
Duality: World is viewed dichotomously. Good/Bad, Right/Wrong. There is a right answer and a wrong answer.
Dualistic thinkers make meaning by seeking out what they believe to be the Authority (big A) on the subject and accepting that answer as truth.
Transition: Begins when they find out that those authorities do not have all of the answers. Experts disagree, teacher can’t answer a question. Disequilibrium.

31. Perry’s Theory
Multiplicity: Honoring diverse views when right answers are not yet known. All opinions are equally valid.
Authority has gone from “Big A” to “Little a” authority.
Peers become more legitimate source of knowledge. “I was talking to my friend and she said that I should have gotten my refund already…”
Transition: Begins with the recognition that opinions need to be supported by facts/evidence in order to be accepted as truth.

32. Perry’s Theory Relativism: All opinions are not equally valid.
Understanding that knowledge is based on evidence and supporting arguments.
Acceptance of the idea that reasonable people can disagree on issues.
A commitment to relativism signifies the ability to make decisions and choices within a contextual world.

33. Perry’s Theory
Deflections from Cognitive Growth: Important to recognize when students show signs of:
Temporizing: “Time out” period, development postponed. Student may have been pushed too hard or not hard enough.
Retreat: Student may go back to comfort zone (perhaps Duality). Overwhelmed. “Don’t make me think”.
Escape: Abandon or avoid responsibility. Refusal to commit to Relativism.

34. Challenges to utilizing Student Development Theory
Time: Too many other things to do. Don’t have time to mess around with “theories”
Lack of knowledge
Colleague support: Others may not believe in theory or dismiss importance.
Developmental approach can be confused with dismissiveness.
Labeling: Student first – Descriptor second.

35. Theory DRIVES practice. It does not DEFINE practice.
Always Remember
Theory DRIVES practice. It does not DEFINE practice.

36. Questions?

37. Contact Information
Chris Wise
Waubonsee Community College

38. Reference
Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Student development in college. San Francisco, CA: Jossey-Bass.