Student Development Marcia Thomas EDU 654 October 12, 2015

Student Development Theory Are a set of diverse theories that try to explain the way students develop, grow and mature during years they are enrolled in a higher education institution (Evans, Forney, Guido- DiBrito, 1998). The purpose “enables student affairs professionals to proactively identify and address students needs, design programs, develop policies, and create healthy college environments that encourage positive growth in students” (Evans, Forney, & Guido- DiBrito, 1998).

Vision We are a university where students, faculty, and staff embrace an inclusive community with respect, responsibility and acceptance for all cultures. Cultivating transformative experience that challenge students to be their best.

Mission Our mission is to collaboratively create supportive and challenging environments which will maximize opportunities for student learning and success through critical services, developmental activities and experiences for academic achievement and personal development for all students. Our philosophy is to enable students to develop and build a foundation for success in their personal and academic lives.

Expectations of Advisors Help students connect curricular and co-curricular aspects of their educational experience Acknowledge the individuality of students Help students implement problem solving and decision making skills Use tools effectively to guide students to appropriate career paths Understand the implications of parental environment

Expectations of Students Knowing the rules and regulations Determine educational goals Organize time and task Seek additional help from Academic Assistance Centers Austin (1985) emphasized that students learn and develop when they become active in collegiate experience

Undergraduate Retention To increase and promote success the following must be implemented: Expectations Support Feedback Learning Involvement Commitment

What Motivates and Influence Students Make a list of three ways to motivate students, increase their drive when they are feeling unmotivated What are three ways to influence students to become intentional architects of their own learning

Transitions Schlossberg outlined the transition process with the terms of moving-in, moving-through, and moving-out. This transitional process provides insight on how relevant the 4’s are: situation, self, support, and strategies Situation – trigger, timing, control, concurrent stress, role change Self – personal and demographic characteristics, and psychological resources Support – types, functions, and measurement Strategies – modify situation, control meaning, manage stress in aftermath

Support & Feedback There are three types of support for students: academic, financial and social What strategies would you implement? How you give feedback is important to the development of student success: Be motivating State what you observed and what needs improvement Immediately give productive feedback to enhance student success

Learning What is the best way for students to learn and retain knowledge? The advisor should understand how they learn, implement strategies and programs that will assist in their academic success

Involvement & Commitment As advisors how will you be a constant entity with student success? How will you facilitate growth in students?

References American College Personnel Association (1994). The student learning imperative. Implications for student affairs. Alexandria, VA: Author Evans, N, (2010). Student development in college & theory, research, and practice. 2 nd Edition. John Wiley & Sons, Inc. Drake, Jayne K. (2011). The Role of Academic Advising in Student Retention and Persistance Karpilo, L. Working with College Students. Applying Student Development Theories to Practice Noe, R. (2010). Employee Training & Development (5 th Edition). McGraw Hill Schlossberg, N.K. (1984). Counseling adults in transition. Linking Practice with Theory. New York, New York: Springer Publishing Company, Inc. Kuo, E.W. (2001). Apart and a Part: The Development of Individual and Group Identity of Asian American College Students Petress, K.C. The Multiple Roles of an Undergraduate Academic Advisor