ENHANCING STUDENT DEVELOPMENT THROUGH INVOLVEMENT Drew Davis Coordinator of Student Organizations Student Life & Leadership

WHAT IS YOUR FAVORITE MEMORY FROM COLLEGE?

HISTORICAL CONTEXT OF INVOLVEMENT From Literary Societies to Activism to Social Justice and Beyond

WHY GET INVOLVED?  Astin's Theory of Involvement  Chickering’s Theory of Identity Development  Perry’s Theory of Intellectual and Ethical Development  Kohlberg’s Theory of Moral Development  Parks’s Theory of Faith Development  Tinto’s Theory of Student Departure

ASTIN'S THEORY OF INVOLVEMENT  Involvement requires an investment of psychosocial and physical energy  involvement is continuous, and that the amount of energy invested varies from student to student  Aspects of involvement may be qualitative and quantitative  What a student gains from being involved (or their development) is directly proportional the the extent to which were involved  Academic performance is correlated with the student involvement  Student involvement in co-curricular activities such as student organizations, leadership positions, and activity in campus residence halls has a positive correlation with retention and academics

CHICKERING’S THEORY OF IDENTITY DEVELOPMENT  Developing Competence – Intellectual & interpersonal competence, physical & manual skills  Managing Emotions – Recognize & accept emotions and appropriately express and control them  Moving Through Autonomy Toward Interdependence – Increase emotional freedom  Developing Mature Interpersonal Relationships – Develop intercultural & interpersonal tolerance, appreciate differences; create healthy, intimate relationships  Establishing Identity – (Uses the vectors before it) Acknowledge differences in identity development based on gender, ethnic background & sexual orientation  Developing Purpose – Develop career goals, make commitments to personal interests & activities, establish strong interpersonal commitments  Developing Integrity – Humanize & personalize values & develop congruence

PERRY’S THEORY OF INTELLECTUAL AND ETHICAL DEVELOPMENT  Basic Duality - Seeing the world dichotomous: good-bad, right-wrong, black-white, facts, authorities have correct answers  Multiplicity Prelegitimate - Seeing there may be other answers, facts might not always tell the truth & authority isn’t always correct  Multiplicity Legitimate but Subordinate - Know there are other answers, not living by that thought  Multiplicity Coordinate - Know and understand there are multiple answers & ways to view situations  Relativism Subordinate - Know & understand there are multiple answers & ways to view situations and start to think about supporting those opinions  Relativism - Looking at each viewpoint or answer and seeing what makes the most sense or what the right answer is for them  Commitment Foreseen - Making a commitment or trusting in the opinions of others or the viewpoints they feel are correct for them  Evolving Commitments - Revisiting those commitments and making changes when necessary

KOHLBERG’S THEORY OF MORAL DEVELOPMENT  Level 1: Preconventional  Stage 1: Heteronomous Moralilty - Obeying rules to not be punished  Stage 2: Individualistic, Instrumental Morality - Follow rules if it is in their interest to do so  Level 2: Conventional  Stage 3: Interpersonally Normative Morality - Living up to expectations of those to whom one is close  Stage 4: Social System Morality - Social system is made of a consistent set of rules and procedures equally  Level 3: Postconventional or Principled  Stage 5: Human Rights and Social Welfare Morality - Rightness of laws are evaluated to promote fundamental human rights and values  Stage 6: Morality of Universalizable, Reversible, and Prescriptive General Ethical Principles - involves equal consideration of the points of view of all individuals in a moral situation

PARKS’S THEORY OF FAITH DEVELOPMENT  Adolescent Conventional – Authority bound, unqualified relativism  Young Adult – Probing commitment  Tested Adult – Tested commitment  Mature Adult – Convictional commitment

TINTO’S THEORY OF STUDENT DEPARTURE  Sources of student departure are primarily in three specific areas  academic problems  failure to integrate socially and intellectually with the culture of the college or university  low level of commitment to the college or university  Colleges and universities should create intentional opportunities for extracurricular activities, informal student interactions, and faculty/student interactions.

MULTI-INSTITUTIONAL STUDY OF LEADERSHIP Consciousness of SelfCongruenceCommitmentCollaborationControversy with CivilityCitizenshipResiliency Involvement in College Organizations (0) Never (1) Once (2) Sometimes , (3) Many times (4) Much of the time Leadership Positions in College Organizations (0) Never (1) Once (2) Sometimes (3) Many times (4) Much of the time

HOW STUDENTS CAN GET INVOLVED AT CAROLINA Studentlife.unc.edu