Student Development Philosophy Veronica Bailey EDU 654 Student Development in Higher Education Dr. Judith Marged December 10, 2014

Mission To connect and provide student’s with the knowledge and support they need to excel their University Experience. To connect and provide student’s with the knowledge and support they need to excel their University Experience.

Introduction Student development philosophy recognize the importance of students’ social identity development by providing the resource and support they need to archive a successful college experience. Student development philosophy recognize the importance of students’ social identity development by providing the resource and support they need to archive a successful college experience.

Goals  Connect with your students  Develop a Student-Faculty Relationship (Evans et al., 2010).  Provide students with a development Programs and Services that will engage them in student’s social activities (Evans et al, 2010).

Connect with your students Connect with your students By understanding and accepting,  Student’s diversity  Their individuality  Their readiness Levinson’s four stages of life development (Smith, 2001)  Childhood and adolescence (ages birth to 20)  Early Adulthood (ages 17 to 40)  Middle Adulthood (ages 40 to 60)  Late adulthood (ages 60+)  And how Gender, Culture and political convenience is part of life development.

Develop a Student-Faculty Relationship (Evans et al., 2010). Students should feel as if their student advisor are Students should feel as if their student advisor are accessible accessible knowledgeable about the student knowledgeable about the student able to communicate with the student at his/her level (Evans et al.,2010) able to communicate with the student at his/her level (Evans et al.,2010)

Student Engagement Getting Students devoted and involved in college activities that will help them build a social network of college support (Kazmi, 2010) Getting Students devoted and involved in college activities that will help them build a social network of college support (Kazmi, 2010)

Provide student with a development Programs and Services (Evans et al., 2010).  Built friendships between students and faculty.  Provide student University and social knowledge and support.  Mentor programs that can provided an established students to mentor beginner students by helping them build the starts of their social support network in the University, as well as guide them through their first year at the University.

Student Development Philosophy Student development philosophy is a way for student affairs advisers to understand and help student excel in a University environment. Student development philosophy help student affairs advisers learn the different stages of student development that a student might be going through and provide the support and resource they need to succeed.

Student Individual Identity development Chickering’s Theory (Evans et al.,2010, p.65) Seven Vectors: Journey towards individuality. Developing Competence Managing Emotions Moving Through Autonomy Toward Interdependence Developing Mature Interpersonal Relationships Establishing identity Developing Purpose Developing Integrity

Student Social Identity development Chickering’s Theory (Evans et al.,2010) There are many factors that add to the student’s social identity. Environmental influences Institutional objectives Institutional size Relationships between students and faculty Curriculum Teaching Friendships and student communities (Evans et al., 2010, p. 69)

Conclusion Having an understanding and knowledge of the many different student development theories and your own personal experience as a student, can help student advisors emphasize and connect with their students to help them overcome their obstacles and succeed by surviving college life and graduating. Having an understanding and knowledge of the many different student development theories and your own personal experience as a student, can help student advisors emphasize and connect with their students to help them overcome their obstacles and succeed by surviving college life and graduating.

Reference Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass. Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass. Kazmi, A. (2010). Sleepwalking through Undergrad: Using Student Engagement as an Institutional Alarm Clock. College Quarterly, 13(1), n1. Kazmi, A. (2010). Sleepwalking through Undergrad: Using Student Engagement as an Institutional Alarm Clock. College Quarterly, 13(1), n1. Murray, C. L., & Kennedy-Lightsey, C. D. (2013). Should I Stay or Go?: Student Identity Gaps, Feelings, and Intent to Leave. Communication Research Reports, 30(2), doi: / Murray, C. L., & Kennedy-Lightsey, C. D. (2013). Should I Stay or Go?: Student Identity Gaps, Feelings, and Intent to Leave. Communication Research Reports, 30(2), doi: / Smith, M. K. (2001). Lifespan development and lifelong learning. Retrieved from Smith, M. K. (2001). Lifespan development and lifelong learning. Retrieved from development and lifelong learningLifespan development and lifelong learning