1. 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, Convention Center, ROOM# 112 B
Program ID: 47145

2. Welcome!

3. 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

4. Defining Student Development

5. 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

6. Theory Utilization Models

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

8. 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.

9. Value of Utilizing Theory

10. 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

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

12. Research Findings

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

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

15. Focus Groups Themes

16. 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

17. 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

18. 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.

19. Theory to Supervision

20. 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

21. 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?

22. Case Study

23. 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 ). 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
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 )

24. Q & A

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