1. Student Development: Past and Future
CSSA Summer Institute
Linda Reisser, Ed. D.
Dean of Student Development
July 21, 2015

2. Questions
What 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?

3. What’s a “Professional?”
High level of competence, knowledge
Commitment to ongoing learning
History
Basis in theory and research
Body of knowledge; literature; foundation documents
Common language
Core values; recognized set of ethics
Standards for assessment
Professional organizations
Principles of good practice
common language – like Art Sandeen’s “challenge and support”

4. Good practice in student affairs:
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.

5. Developmental Stages – Higher Education
Colleges and Universities
Stage Stage Stage 3

6. How did the profession evolve?
Colleges and Universities
Stage Stage Stage 3
Student Development Professionals
Stage Stage 2

7. 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 potential

8. Theory and Research Cognitive Theories
William Perry - intellectual development
Lawrence 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 vectors
Nevitt Sanford’s The American College in “challenge vs. support”

9. 1969 - Education and Identity published
By Arthur Chickering (Goddard College)
assessed students in 13 liberal arts colleges
used 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 development
Became like the bible of the profession. Jane Fried, “In student affairs, you are God.”
Revised in 1993.

10. Revision

11. Chickering’s Seven Vectors
1. Developing competence
2. Managing emotions
3. Moving through autonomy toward
interdependence
4. Developing mature interpersonal
relationships
5. Establishing identity
6. Developing purpose
7. Developing integrity
Becoming more academically competent
Expanding interests in artistic, cultural and intellectual activities
Developing thinking and reasoning skills
Improving oral and written communication skills
Developing physical fitness, athletic skills, and healthier lifestyle
Learning to work effectively as part of a team or group
Developing leadership skills

12. How does student development happen?
Nevitt Sanford
The American College (1962)
CHALLENGE +
SUPPORT =
GROWTH

13. Virginia Satir – Model of Transitions

14. How does professional or institutional development happen?
Driving Forces:
Readiness
Culture shift
Champion/catalyst
Necessity
Crisis
Mandate
Leadership
Restraining Forces:
Inertia
Resistance
Denial
Lack of resources
Lack of leadership
Lack of institutional will
Low trust
Burn-out

15. How did the profession evolve?
Colleges and Universities
Stage Stage Stage 3
Student Development Professionals
Stage Stage 2

16. 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.” 16

17. 1020 A.D. - Monastic schools were expanding throughout Europe.17

18. By 1220 - Two universities had been established at Paris and Bologna.18

19. By 1320, there were 20 universities in Europe.
The Latin word for “union” = universitas. 19

20. “Bachelors” followed “Masters”
Latin-speaking instructors competed with each other for students, in Europe. 20

21. Some English scholars left Paris, and moved to Oxford and Cambridge.
Religious orders opened houses for students. 21

22. 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.

23. Oxford Colleges
Merton College became the model for colleges at Oxford and Cambridge.

24. Cambridge

25. The Curriculum: The Seven Liberal Arts
The Trivium
Grammar
reading, writing, and speaking Latin
Rhetoric
public speaking & literature
Logic
demonstrating the validity of propositions

26. The Quadrivium Geometry Astronomy Music 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

27. Degree Requirements Bachelor or Arts – 6 years
Master of Arts – 7 years
Doctor of Law, Medicine, or Theology – 12 years

28. Town vs. Gown

29. By 1620, there were many rules about student conduct problems, enforced by the faculty.
Prohibited:
hunting wild animals with hounds
walking publicly in boots
growing curls
playing football
fencing, rope-dancing, or “stage-playing”

30. 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.”

31. Laud’s Code
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 kept

32. English Model Imported to the American Colonies
Pilgrims land in America. Puritans valued literacy.
Colonial colleges followed English models:
Harvard
William and Mary
Yale 32

33. 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. 33

34. Admissions Requirements for Yale:
- 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.”

35. 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 Hebrew

36. Colonial Student Development
intellectual competence (reading the classics, disputation, rhetoric)
managing emotions (controlling adolescent impulses)
autonomy from parents; navigating the college
- purpose and identity (Congregational minister)

37. Stage 2 - 1825 - 1901 1825 Thomas Jefferson founded the
University of Virginia
shift toward state-supported
secular and nondenominational
more advanced instruction
choice of majors

38. Between 1825 and 1862 More support for public funding of education
Public high schools
Oberlin admitted African-
Americans in 1835
and women in 1838
Western frontier movement
Labor movement
Movements toward reform,
egalitarianism
More pluralistic society
More kinds of colleges

39. Conflicting Priorities
small and elitist vs. large and egalitarian
liberal arts/classical curriculum vs. many options
faculty focus on character formation vs. teaching in their discipline
holistic approach vs. focus on intellectual (and vocational) competence

40. 1862 - Morrill Land Grant Act
growing demand for education beyond high school
federal funding for large state universities
many states established big universities
agricultural and mechanical courses as well as liberal arts
thousands of students looked beyond high school for more education
many states established big universities, especially in the Midwest and West

41. Faculty roles changing
academic disciplines developing
scholarship becoming more objective
more graduate work at German
research universities
faculty wanted to do research
faculty did not want to:
live with the students
deal with conduct problems
Influence what students did
outside of classes
administrative and chaperone functions needed
Other institutions also hired deans of men and women
Other roles emerged to free up the faculty from management, registration, admissions, and business functions

42. Student Development - Stage 1
First dean position created at Harvard in 1870

43. Students developed their own social and intellectual activities
Greek societies
athletics
drama and music groups
publications
debating teams
literary societies

44. Deans and Advisors were hired

45. Turning point: 1901 First public junior college in Joliet, Illinois
High schools added two more years, broadened mission, added vocational programs, adult basic skills, continuing education, and community service

46. Student Development Stage 2 – 1937
- “The Student Personnel Point of View”
published by the American Council on Education
identified 23 student services roles
asked 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 appreciations

47. After World War II GI Bill rapid growth of community colleges
more specialists in student services
skills and knowledge defined for each function
graduate programs
professional associations
social scientists studied college student behavior
research and theory on student development

48. The Future of Student Development?

49. Stage 3 Characteristics
Colleges and Universities
Stage Stage Stage 3

50. “Open Door” or Revolving Door?
- Focus on access
- Funding tied to enrollment
- Enrollments increase
many are underprepared academically, financially, etc.
Low rates of student success
Tolerance of achievement gaps

51. Complete College America
For 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

52. Graduation Rates Achievement Gaps

53. “Balkanization” Individual faculty prerogative
- classes multiply
Fragmented course-taking
Culture of isolation
Boutique programs
Culture of anecdote
Reclaiming the American Dream: A Report from the 21st Century Commission on the Future of Community Colleges – AACC

54. Winds of Change Students changing Environment changing
Demographics
Conduct/students of concern
Environment changing
Middle class declining
Declining enrollment
Regulations/unfunded mandates
Concern about student debt
Technology changing
Online learning/MOOCs
New ways to access information

55. Driving Forces Federal and state focus on student success
Accreditation – revised standards
Foundations and agencies investing in completion
Performance-based funding?

56. On overload? Compassion fatigue? Innovation fatigue? More demands?
More stress?

57. Wheel of the self Sharon Wegscheider-Cruse Spiritual Physical
Volitional Emotional
Mental Social

58. 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?

59. Vehicle for the Journey
Sea-worthy?
Right Crew?
Supplies and tools?
Maps?
Compass?

60. 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 communities
Use AACC’s maps.
Sail through barriers.
Bridge across silos with communication
Learn new tools and models
Pilot something scalable

61. American Association of Community Colleges
Reclaiming the American Dream: A Report from the 21st Century Commission on the Future of Community Colleges – AACC

62. Destinations
From 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 21st Century Commission on the Future of Community Colleges – AACC 62

63. From “Balkanization” to evidence-based, systemic approach
From 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 21st Century Commission on the Future of Community Colleges – AACC 63

64. Applications?
CSSA WEBSITE -

65. 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? . 65