Using Student

Development Theory to

Inform Community

College Practice

Needham Yancey Gulley, Matthew K. Robison, Shammah Bermudez, JoeJ. Palencia

Agenda1 – 1:10pm Welcome and Introductions

1:10 – 1:35pm Getting to know who’s in the room

1:35 – 2:05pm Theory to Practice to Theory Overview

2:05 – 3:05pm Theory to Practice Exemplars (Joe, Shammah, and Matthew)

3:05 – 3:20pm Break

3:20 – 4:15pm Case Studies

4:15 – 4:30pm Session Take-Aways

IntroductionsDr. Yancey Gulley

Dr. Matthew Robison

Shammah Bermudez

Joe Palencia

Ice Breaker ● Full Name

● Racial/Ethnic Identity

● Gender Identity

● Religious/Spiritual Identity

● Social Class Identity

● Sexual Orientation

● Salient identity of your choice

Theory to Practice to Theory

What is Theory?- “Theory is the result of the need people have to make sense out of life.”

(Evans, Forney, Guido, Patton, & Renn, 2010, p. 23)

- According to DiCaprio (1974) there are 4 primary uses of theory: description, explanation, prediction, and control.

Student Development Theory- “Theories play a significant role in the work of student affairs

professionals. They describe characteristics of our student population, demonstrate differences in the learning process, give us a deeper understanding of the campus environment, and help us navigate the politics of academic administration. Theories provide a road map for professionals to evaluate programs and reach best practice solutions.” (Hubbard, 2012, p. 12)

Utilizing Theory in Practice- Program Development- Assessment (program, needs, learning)- Individual Student Interventions- Systems and Process Development- Campus Planning

Categories of Student Development Theory- Cognitive Development- Psychosocial- Typology- Integrative Theories- Ecological- Racial/Ethnic Identity- Engagement- Motivation & Learning

The Community College Context- “Although not consistently relevant to community college students, these

student development theories have been used effectively to inform community college practitioners. No, however, community college practitioners have the opportunity to move from observers to full participants as researchers who contribute to theory-building by integrating data, theory, and practice.” (Floyd, Felsher, & Mulder, 2015, p. 34)

Theory To PracticeProblem / Issue / Situation

Choice and Explanation of Theory

Explicit Use in Action

Student Affairs Educators Advising & Supporting (A/S)

● Addresses the knowledge, skills, and dispositions related to providing advising and support to individuals and groups through direction, feedback, critique, referral, and guidance. Through developing advising and supporting strategies that take into account self-knowledge and the needs of others, we play critical roles in advancing the holistic wellness of ourselves, our students, and our colleagues.

Source: http://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf

Social Justice FrameworkPrivilege, Power, and Oppression

Advising & Supporting Progression from foundational to advanced level proficiency involves the development of higher order capacities for listening, addressing group dynamics, managing conflict and crisis situations, and partnering with other professionals, departments, and agencies

Source: http://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf

Why Community College Practice? “As the student affairs profession begins to address the new realities of higher education, degree progress and completion of low-income, first-generation students must become one of our highest priorities”

~Kevin Kruger, NASPA President

First generation students are more likely to delay postsecondary entry, begin at a 2- year institution, and attend part time and discontinuously.

*Source: National Center for Education Statistics U.S. Department of Education, Institute of Education Sciences NCES 2005-171

Why College? What is our Goal?

William Perry’s Theory of Intellectual & Ethical Development ● One of the most recognized cognitive development theorists, Perry, proposed

cognitive and ethical development as 'occurring through a series of positions, beginning with basic duality and moving through multiplicity, relativism, and commitment' (Creamer, 2000, p. 23).

Perry’s Theory & Stages● In duality, students believe that there is only one correct answer to all

questions, which can only be provided by an authority figure.

● In multiplicity, 'uncertainty is now viewed as temporary in areas of which authorities have yet to find the answers…and students begin to rely less on authorities' (Evans, as cited in King, 2003, p. 238). ○ Multiplicity is that there are two types of problems: solvable, and also

problems that the answer is not know yet. In addition, in this stage, students put trust in their own inner voice.

Student Development → Student Success ● In Perry's third stage, relativism, students begin to understand that

knowledge is contextual and relative and are able 'to make judgments based on evidence and the merits of an argument' (Evans, as cited in King, p. 238). ○ During this stage, all solutions to problems must have reasons, and be

viewed within a specific context.

● In the final stage, commitment , 'students test out and evaluate various commitments leading to the development of a personalized set of values, lifestyle, and identity' (Evans, as cited in King, p. 238).

Students with Disabilities ● Students with disabilities often struggle with transition process to college

● Go from a Parent/Teacher model to a self-advocacy model

● Struggle to ask for help or take responsibility for their education

● Lack of Self-Advocacy Skills

Schlossberg’s Theory The 4’s….

Situation: Trigger and Timing of Situation, person's control,

Self: Personal and Demographics - What's their story

Support: Type, Function, & Measurement of Support as well as intimate relationship, family units,

Strategies: Those that modify the situation, those that control the meaning of the problem, those that aid in managing the stress in the aftermath.

Case Study : SWD Situation

● In coming community college student with a learning disability● Had an IEP and 504 plan in High School● IEP Teacher coordinated all services with students

Initial stress: Started semester off well but now falling behind and doesn’t know how to get help. Doesn’t know how to succeed without supports they had in high school.

● Transition Trigger: Increasing workload, upcoming exam, missing assignments

Support : Office of Disability Services

Course Faculty ? Family ?

Strategies: ?

Matthew’s take on Challenge and SupportNevitt Sanford (1966), Theory of Challenge & Support

Foundational Student Development Theory

“...students need an optimal balance of

challenge and support for development to occur.”

too much support...students stay comfortable

too much challenge...students become overwhelmed

Playing out in practiceTwo-Year vs. Four-Year College Challenge and Support Contrast

“what constitutes support for first-generation college students may be distinct from that for students with parents who attended college...differing cultural

backgrounds among first-generation students may also influence how support is constructed and perceived.”

Putting it into Student Affairs everyday practice...

The support of building a firm, solid, clear, well-articulated foundation in the beginning will expand your ability to provide, and have students succeed at, more complex, higher-level challenges throughout the “process.”

Shifting gears...Social Identity Development As my journey as a qualitative,critical scholar evolved, I discovered that a deeper understanding of social identity theory better informed my work as a Student Affairs administrator.

Putting it into Student Affairs everyday practice...

My doctoral work focused on gay and bisexual male college students. My study of LGBTQ social identity theory as a part of my doctoral journey, better informed my work with and service to LGBTQ college students.

Tried and True…Fassinger and MillerFassinger and Miller (1996), Model of Gay and Lesbian Identity Development

1. Awareness...perceiving oneself as different from other people

2. Exploration...investigating feelings of attraction for individuals of the same sex

3. Deepening/Commitment...internalizing the sense of self as a gay or lesbian person

4. Internalization/Synthesis...incorporating one's sexual identity into one's overall identity

Understanding this theory can assist you in understanding…

Why should we have a safe zone programming? Why are Queer students protesting the President’s Office?

What is the importance of a drag show on campus? Why should there be an LGBTQ Center on campus?

Why do we need a dialogue program? What is the importance of a comprehensive non-discrimination policy?

Case Study #1You are the Dean of Students at a mid-size, suburban, semi-residential, somewhat diverse, graduate degree granting institution in the southeastern part of the country. In the last two weeks, there have been multiple incidents of someone (suspected to have ties to an IFC Greek organization) posting fliers around campus that are perceived as being racist and homophobic. You have just received an email from the President of the Black Student Alliance (a senior, pre-law major) requesting a meeting to discuss the situation. In addition, you will be attending the evening’s Gay/Straight Alliance meeting (an organization with a history of campus advocacy with a membership of primarily first-year students) to discuss the situation. The President and the VPSA have both contacted you directly to handle the situation immediately.

Case Study #2You currently serve as an Academic Advisor at an Urban Two-Year College and work with a diverse student population. Jimmy, one of your advisees, is a first year student who is currently pursuing a career/major in Business. His parents told him that the only way to succeed in life is to become a Businessman. In recent weeks, Jimmy has connected with faculty/staff on campus and was told different things in regard to what success really is and how to achieve it. As a first generation college student, Jimmy faces a lot a pressure from his family and is not sure if he wants to continue as a Business Major. Jimmy has done a lot of research about careers and has identified a few alternate majors that are a better fit for him. Jimmy is now requesting your assistance, he needs help figuring all this out and is unsure if he should talk to his parents. WWYD?

Q & A