College Student Development Theory

The student development theory is a body of the educational scholarship and psychology that demonstrates the strategy higher educational students gain knowledge. The theory also guides students in their educational affairs. College students are categories as students in the higher education especially in the formal setting such as colleges, universities, polytechnic and other institutions of higher learning. On the other hand, development is defined as a "process of increasing complex." (Patton, et al. 2016 p 5). With reference to the students' affair, the theory is a useful tool in answering the cogent question that students might encounter in their day-to-day academic affairs. Thus, student development theory focuses on student development, and method of achieving success in the institution of higher learning. In essence, the student development theory reveals how students of higher education grow academically within the campus environment.

The objective of this study is to illustrate the strategy and method students acquire knowledge using the CSDT (student development theory) and practice.

Patton, et al. (2016) traced the development of student development theory to 1960s, which was the period significant changes were recognized in the students' affairs. During this period, the population of students no longer consisted of the students of the upper-class level or middle-class level. However, higher student population comprised of students from different cultural background, economic and social class. Thus, the school academicians view the need to develop theories that will accommodate the diverse cultural background of the student's population. To respond to this demand, the "Chickering's Theory of Identity Development" (Patton, et al. 2016 p 13) was developed focusing on seven vectors. The theory was developed to focus on students' identity development process in higher education. The seven vectors are:

• Developing competence

• Managing emotions

• Moving toward interdependence and autonomy

• Developing a mature and nurture interpersonal relationships

• Establishing identity

• Developing purpose, and • Developing integrity.

A surge of development in the student's affairs necessitates a development of a new theory. Thus, "Perry's Theory of Intellectual and Ethical Development, and Holland's Theory of Vocational Personalities & Work Environments" (Hutchinson, & Mello, 2015 p 1) were developed. However, the student development theory can be categorized as: Psychosocial Theories and Cognitive-Structural Theories.

The psychosocial theories focus on the content of development as well as important issues that people face as they progress in life that include how people define themselves, what to achieve in their lives, and their relationships with other people. On the other hand, cognitive structural theories focus on the structures of the mind, which are in the same orders regardless of the individual cultural conditions.

Despite the understanding of the two categories of the models, however, the model that captures the student development should be able to examine the intrapersonal and interpersonal changes among students of higher education. Moreover, the theory should demonstrate the factors that lead to the student's development. Moreover, the theory should be able to identify the environment that may retard and encourage the growth of students in the higher educational environment. Finally, the theory should reveal the development outcome that students attempt to strive in college. Based on this analysis, the study develops the model that should be used in the future.

A) What frame(s) or model(s) do you anticipate using in the near future? And, why?

This study anticipates using the "Perry's Theory of Intellectual and Ethical Development" (L'etoile, 2008 p 110). Perry's model groups student in different categories. Since students belong to different thinkers, Perry's theory will be the best model in future because it will integrate the learning techniques for students no matter their learning appetites.

Perry's theory for college students provides the framework to understand the opinion, needs and perspective of students. Perry argues that students progress in their developmental stages, and each stage influences their ability to learn strongly. The development stages of students are commitment within relativism, contextual relativism, dualism, and multiplicity. Educators who recognize and understand these developmental stages will be able to teach students effectively. For example, students with dualism position hold knowledge related to the absolute truth and see the world and good and bad. Thus, this category of students believes that knowledge is obtained through obedience and hard work. The dualistic thinkers adore a structural class, and believe that professor knows all the answers. Thus, teachers can assist dualist thinkers to explore viewpoint from different perspectives.

Perry's model also identifies multiplistic students, and instructional strategy because this category of students prefer inductive reasoning using the experimental method as the teaching strategy such as the teaching methods for the medical students. On the other hand, relativistic thinkers believe in evaluating information critically before making decision, and this group consist of between 3 and 5% of college undergraduate students.

B) Which frame(s) or model(s) are less applicable in the near future? And, why?

The model of "gay, lesbian, or bisexual (GLB)" (Rosario, et al. 2006 p 46) identity development will less applicable in the near future because the theory does not incorporate the thought of the college students who are not gay or bisexual. Rosario et al. (2006) argue that the GLB sexual identity is a difficult and often complex process. Unlike other students members, GLB students are not in a similar community with others rather, GLB students are raised in the community hostile to gay and homosexual. Thus, their behaviors may not coincide a real identity. Sanlo, (2005) also argues that homosexual students use multiple strategies to defend their personal homosexual feelings. This category of the students pass through different stages in the course of their homosexual thinking. Different stages that these students face makes the model be complex for the student psychological thinking.

Reference

Hutchinson, E.& Mello, D. (2015). Student Development Theory in a Nutshell Concepts, Critiques, & Application. University of California.

L'etoile, S. K. (2008). Applying Perry's Scheme of Intellectual and Ethical Development in the College Years to Undergraduate Music Therapy Education. Music Therapy Perspectives, 26(2), 110-116. doi:10.1093/mtp/26.2.110

Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college: Theory, research, and practice. 3rd ed. San Francisco, CA: Jossey-Bass.

Rosario, M., Schrimshaw, E. W., Hunter, J., & Braun, L. (2006). Sexual identity development among lesbian, gay, and bisexual youths: Consistency and change over time. Journal of Sex Research, 43(1), 46-58. doi:10.1080/00224490609552298

Sanlo, R. L. (2005). Gender identity and sexual orientation: research, policy, and personal perspectives. San Francisco, CA: Jossey-Bass. Retrieved from https://msu.edu/~renn/BilodeauRennNDSS.pdf.

Wilson, M. E. (2011). ASHE Reader Series: College Student Development Theory. (2nd ed.). Lebanon, IN: Pearson learning Solutions.