Higher Education and Student Development Theory - Essay Example

Higher Education and Development Theory development is an important aspect of all levels of learning institutions. Colleges and universities are very particular in enhancing student development in academic and no-academic spheres of students’ lives. To enhance this development, many institutions have included student development measures in their student affairs programs. Different theories are used in formulating student development programs which can be used by councilors, psychology experts and other faculty. These student development theories and models act as a guideline to enhance development of each student. Higher Education and Student Development Theory The higher education position that I would like to attain in the next 5 years would be that of a senior student councilor with a degree certificate. Many colleges and universities normally have student counseling departments which are concerned with the overall development of the student (Sherphard, 2008). Social workers, psychologists and counselors normally offer counseling programs that cover major areas in student development and other specific issues affecting the students (Astin, 1999). Students at the college level have characteristics that keep changing as they progress through different learning levels in the university or college. As the students progress, they normally discover new things about themselves which influence their development. Some of the new things that students discover include: feelings, emotions, achievement and independence (Sherphard, 2008). This discovery is part and parcel of student transition in the process of establishing developing and identity characteristics (Evans, Forney and Guido, 2010). It is important to understand this personal development of students in order to run student affairs better. Student development can be defined as the manner in which a student’s increasing complexity is organized. It is the way students grow or progress, increasing their developmental capabilities due to being enrolled in a higher education institution (Creamer, 1980). This is a philosophy that is concerned with the development of the whole person of the student. Student development is a common feature in almost all learning institutions, whereby students’ affairs professionals use it to guide students in their discoveries. Interplay between Counseling and Student Development As a senior student councilor, I will be involved in helping the students make important decisions pertaining to their education and other aspects of their personal and social life. College students are normally at a stage in their lives when they need to make important decisions that may affect them for the rest of their lives (Astin, 1999). Making such decisions is never easy, and having someone to listen to them and offer them guidance normally helps in positive transition. Some of the responsibilities of my position will include: Emotional, mental, behavioral and developmental support to students and faculty Academic support and guidance Special education support services Career awareness and guidance services Crisis intervention and intervention Joining college is a totally new experience for most students. Therefore, they need some amount of emotional, mental, behavioral and developmental support to help them adjust to their new environments (Evans, Forney and Guido, 2010). Academic support services include assisting the students develop organizational, study and test taking skills. This will go a long way in enhancing their learning capabilities, which will contribute to academic development for the students. Special education assistance will be integral in helping the students to enhance their individual capabilities in both the academic and non-academic front (Strange and Banning, 2001). Career guidance is very important as it enables the student to make decisive choices when it comes to career exploration (Porter, 1996). Helping a student set the right kind of goals and objectives for their future will enable them to have the self confidence they need to choose the career path they want to follow. Another one of my important duties will be intervene in crisis situations which involve students (Strange and Banning, 2001). I will collaborate and coordinate with the necessary authorities to ensure that the crisis is solved and the affected student gets all the counseling services he or she needs to continue with college life. In my capacity as a student councilor, I will ensure that I use my position to ensure maximum student development and achievement. I will try to enhance and increase student learning abilities by using intervention programs such as the use of student achievement and motivation groups and teaching study skills. If the student is well motivated, then there is nothing that can hinder his or her academic development. Since student development needs to be all round, I will use my position to enhance a favorable college climate for the students (Astin, 1999). For them to develop in all areas of their lives, students need to live in an environment that they are comfortable in. they have to know that they can get whatever kind of help that they need, when they need it. They also need to know that they have the full support of the institution’s administration and faculty members in achieving what they want to achieve (Magolda, 2009). Erick Erickson’s theory of development notes that the relationships that people have impact their development. Taking note of this fact, I shall seek relationships with positive minded friends who will help me understand concepts that may be difficult to understand during my course of study (Erikson, 1956). Student Development Theory and Decision Making There are several theories used in Student development. It is important to understand what these theories entail in order to make appropriate decisions in my line of work. Essentially, there are two major types of these student development theories: cognitive and psychosocial (Evans, Forney and Guido, 2010). Cognitive student development theories involve the way an individual perceives reasons and organizes about his or her experiences. The student development theories that fall under cognitive theories normally have to do with the restructuring in thought and feelings which form the basis for beliefs, assumptions and values (Creamer, 1980). Psychosocial theories of student development, on the other hand, are those that have to do with the successive developmental stages which include thinking, valuing, behaving, feeling as well as intrapersonal and interpersonal relationships (King, 1994). Other groups of student development theories include the Humanistic existential which concentrate on human nature concepts and the Person-environment theories which involve the aspect of interactions between the college environment and the student’s conceptualizations (Creamer, 1980). Arthur Chickering’s 7-vector model of development falls under the psychosocial category. Chickering identified 7 vectors that play a big role in the development of a sense of self identity (Evans, Forney, and Guido, 2010). These vectors are: developing competencies, managing emotions, moving through autonomy, development of mature interpersonal relationships, identity establishment, and purpose development and developing integrity (King, 1994). This model can be used in fostering students’ mature relationships among themselves. This is also the appropriate model to use when helping students make transitions that lead to autonomy and independence. I will always seek to focus on my competencies while trying to develop my areas of weakness in line with the 7 vector model. I shall also seek to read different resources to help me manage my emotions and stresses that come with college life considering the importance of emotional intelligence in life. The most common cognitive theory is Eriksson’s 8 Stages model. Erik Erikson identified eight stages of life in the process of identity development according to Marcia (1966). These stages are: Infancy, younger years, early childhood, middle childhood, adolescence, early adulthood, middle adulthood and late adulthood (Erikson, 1956). College students fall under the early adulthood category which is between 19-34 years (Ibrahim and Sarirete, 2010). Councilors working with and among college students can use psychosocial models to help students move from one phase to another. Student Development Guidelines As a college students’ councilor, there are some guidelines that I must adhere to in order to enhance student development. These guidelines will take into account the specific needs of students. Some of the issues that students normally face include transitions, tolerance, and values exploration, reaction to freedom, academic adjustment and personal problems (Ibrahim and Sarirete, 2010). My guidelines will ensure that all these and other issues are well taken care of so as to ensure that the development of students is not tampered with in any way. My guidelines as a councilor dealing with student affairs will also take into account the institution’s principles, mission and vision. I will have to enhance student development in a way that does not contradict what the institution stands for as recommended by Porter (1996). In other words, I have to ensure that in the process of enhancing student development, I have to consider doing it in such a manner that is beneficial for all the parties involved. Each student will be considered as a whole person and a unique individual with unique needs. My guidelines will enable me create educational opportunities, activities and programs that will not only develop skills, but also build knowledge and stimulate self awareness in the students. Conclusion Student development is an important aspect of today’s learning institutions which have put in place measures to ensure that student development is achieved both academically and non-academically. As a senior student’s councilor, I hope to achieve student development using different development models. I will use these models to ensure that students are able to cope with college and personal life expectations. I will offer emotional, mental, behavioral and developmental, academic, special education, career awareness guidance and any other kind of support that the students may need to become better individuals. References Astin, A.W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, Retrieved from: http://www.highbeam.com/doc/1P3-45636980.html Creamer, D. G. (1980). Student development in higher education: Theories, practices and future directions. Cincinnati: ACPA. Erikson, E., (1956) “The Problem of Ego Identity”, Journal of the American Psychoanalytic Association 4, pp. 56-121 Evans, N.J., Forney, D.S. and Guido, F. (2010). Student development in college: Theory, research, and practice. San Franscisco, CA: Jossey-Bass. Ibrahim, R. and Sarirete, A. (2010). Student development in higher education: A constructivist approach. Communications in Computer and Information Science, Vol. 73, pp. 467 – 473. King, P. M. (1994). Theories of college student development: Sequences and consequences. Journal of College Student Development, Vol. 35, pp. 413-421. Magolda, M.B. (2009). The activity of meaning making: A holistic perspective on college student development. Journal of College Student Development. Vol. 50, Iss. 6, pp. 621–639. Marcia, J. E., (1966), Development and validation of ego identity status, Journal of Personality and Social Psychology 3, pp. 551-58. Porter, S. (1996), Institutional Structures and student engagement. Research in Higher Education, Vol. 47, Iss. 5, p.521. Shephard, K. (2008). Higher education for sustainability: Seeking affective learning outcomes. International Journal of Sustainability in Higher Education. Vol. 9, Iss. 1, p.87. Strange, C. C. and Banning, J. H. (2001). Educating by design: Creating campus learning environments that work. San Francisco, CA: Jossey-Bass. Read More