, 2009). In reflection on the learning process, one can easily see the path that a student takes from thirsting for concrete information to needing to question information presented and integrate it with other knowledge in order to create new meaning. In support of this process professors can actively partner with students requesting their contributions to the knowledge development process. In order to ensure successful cognitive-structural development, professors and administrators must acknowledge how the student's own environment and experiences provide the foundation from which all new knowledge should be developed (Evans et al., 2009). Critics have contended that cognitive learning should not be separated from affective and interpersonal development (Evans et al., 2009). It is important to regard cognitive development in terms of all the factors that influence the process and this includes gender as well. While the theory clearly outlines gender differences, more information regarding how gender should be addressed separately in the cognitive development of students would be beneficial.

Kolb viewed experience as central to the learning process (Evans et al., 2009. It is the interaction between learning style and classroom or course culture and environment that determine a student's level of engagement and

Kolb proposed that learning styles are directly linked to development and the environments ability to transform experience into knowledge (Evans et al., 2009). These learning styles impact how an individual develops and are directly influenced by factors such as heredity, experiences, and environmental stressors (Evans et al., 2009). Learning styles can be viewed as fluid with some aspects of a person's style changing to fit the needs to the context in which they are interacting (Evans et al., 2009). Students must learn to adapt to the many different cultures of different educational departments and adapt their learning styles to ensure productivity (Evans et al., 2009). Therefore, in order to ensure that students are able to develop appropriately in the higher education environment, professors should pay attention to the differences in learning styles amongst their students and provide opportunities for diversified learning (Evans et al., 2009).
While there is some concern raised regarding the ability of educational institutions to place emphasis on learning styles due to restricted resources and large classroom sizes, the recommendations of Kolb are both easily implemented and integral to the success of many students. Professors who increase their awareness about diversified learning styles are better equipped to handle students who are struggling or to tailor classroom activities to a broader spectrum of learners in a way that incorporates their experiences. Further teaching students to recognize and appreciate their learning styles will help them employ strategies for new learning environments. Critics of Kolbs's theory question whether experiential theory is truly a theory of development as it does not address development through the lifespan (Evans et al., 2009). There is also concern, due to the focus on education and work, about the applicability of this theory to persons who do not choose secondary education or formal employment paths (Evans et. al., 2009). However, the valuable contributions in these realms make it worthwhile to consider its facets.