Resident Assistant Use of Student Development Theory David “Schmiddy” Schmid, Ed.D. University of Northern Iowa Deb McConahie, M.S., University of Nebraska Lincoln Lyn Redington, Ph.D., The University of Iowa Monday, March 5, 2018 Convention Center, ROOM# 112 B Program ID: 47145

Welcome!

OUTLINE OF PROGRAM Student development theory. Models on utilization OUTLINE OF PROGRAM Student development theory Models on utilization Values of utilization Small group discussion: how do we utilize theory? Research findings Incorporating theory into supervision of resident assistants Case studies Wrap up

Defining Student Development

A collection of theories related to college students that explain how they grow and develop holistically, with increased complexity, while enrolled in a postsecondary educational environment. Patton, Renn, Guido, & Quaye, 2016, p. 6 … beneficial when it helps explain a piece of the world to us. Brookfield, 2005, p. 4 Theory is a way “to describe, explain, predict, influence outcomes, assess practice, and generate new knowledge and research” Jones & Abes, 2011, p. 151

Theory Utilization Models

Theory to Practice (Reason and Kimball – 2012) Connections between: -Formal theory -Institutional context -Informal theory -Practice -Feedback loops

Listening to Students’ Stories (Coles – 1989) -Students hope they tell their stories well enough so we understand the truth of their lives. -We have to remember that what we hear is their story.

Value of Utilizing Theory

The professional field of student affairs needs formal theories, validated by research, to ascertain whether individuals’ perceptions hold for the students with whom they work and the situations in which they find themselves. Patton et al., 2016, p. 52

Theory to Practice Small group discussion: How do you utilize theory in your work?

Research Findings

Dissertation -How RAs define student development -Growth vs student development -Supervisor impact -Quick reference

Focus Groups: -University of Nebraska Lincoln -University of Iowa -University of Northern Iowa

Focus Groups Themes

Student Development Theory: Life skills Learning how to navigate obstacles Bridging the gap from dependence (home) to independence (college and beyond) Being the best citizens possible Dualistic and pluralistic mindsets Creating a road map for the college experience Assist students be the best they can be Makes me think of Maslow How we help students fulfill their dreams

Utilizing Theory as RAs: Offer opportunities to reflect Provide tools they need to develop as students (i.e., supplemental instruction) Develop deep and interpersonal relationships Listen without judgment Create safe and welcoming environments We need to be self-aware about our own development. This will allow us to support others. It all comes back to developing one-on-one relationships and listening

What is Missing? -Theories don’t address the outliers -We work with theories way more than we think we do. -We don’t know what we’re actually trying to “develop” -What events are effective for student development theory? -If supervisors used theory (and talked about it), we would know what we’re doing has a name.

Theory to Supervision

Iowa GROW: Guided Reflection On Work Outcomes of Student Employment: 1 Iowa GROW: Guided Reflection On Work Outcomes of Student Employment: 1. Writing 2. Verbal communication 3. Diversity 4. Functioning independently 5. Conflict negotiation 6. Problem solving 7. Preparation for real-world employment 8. Learn about career options 9. See connections between work and academics

Iowa GROW Conversations: 1 Iowa GROW Conversations: 1. How is this job fitting in with your academics? 2. What are you learning here at work that is helping you in school? 3. What are you learning in class that you can apply here at work? 4. Can you give me a couple examples of things you are learning here at work that you will use in your chosen profession?

Case Study

References Brookfield, S. D. (2005). The power of critical theory: Liberating adult learning and teaching. San Francisco: Jossey-Bass.   Coles, R. (1989). The call of stories: Teaching and the moral imagination. Boston, MA: Houghton Mifflin. Jones, S. R. & Abes, E. S. (2013). The nature and use of theory. In J. H. Schuh, S.R. Jones, & S. R. Harper (Eds.) Student Services: A handbook for the profession (5th ed., pp.149-167). San Francisco: Jossey-Bass. 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: Jossey-Bass. Reason, R. D., & Kimball, E. W. (2012). A new theory-to-practice model for student affairs: Integrating scholarship, context, and reflection. NASPA Journal, 49(4), pp. 359-376. Schmid, D. M. (2011). Resident assistant use of student development theory and its relation to supervisor preparedness (Doctoral dissertation). Retrieved from Proquest database. (Order Number 3493269)

Q & A

Thank you for joining us today! Please remember to complete your online evaluation following the conference. See you in Los Angeles in 2019!