1. Student Development Theory
Importance, history and utility

2. Student Development Theory
Abstract
This research paper explores various student development theories as they apply to students of higher education of learning.
There are several student development theories but this paper focused on the ones that make greater efforts at exploring the topic in depth. These are Schlossberg’s Transition Theory, Kohlberg’s Theory of Moral Development and Kolb’s Theory of Experiential Learning.

3. Student Development Theory
Introduction
Student development theories are defined as a group of educational psychologies which postulate how knowledge is acquired and developed by students in higher institution of learning.
Although the issue of acquisition of knowledge focuses on post-secondary education, it applies to any student at any level of academic pursuit. Basically, all students pass through different stages of cognitive developments and their abilities to acquire and retain information greatly differ among the students.
It could be argued that the formulation of these theories are products of years of cultural, social, moral and scientific evolutions. This offers reasons why there are many student development theories.

4. Student Development Theory
Basic Assumptions
Every student is unique and different from any other student (Austin, 1984).
Student’s environment plays a crucial role in the development process (Austin, 1984)
Student development theories are based on three major assumptions. It is assumed that every student is different in his uniqueness and has unique needs. It is also assumed that the student’s environment plays a crucial role in the development process.

5. Student Development Theory
Basic Assumptions
Students are stakeholders in their education so they play active role in their willingness to get educated (Austin, 1984).
As stakeholders, their inputs are very crucial in the entire development process because they must take the responsibility of learning. It is also assumed that students are stakeholders in their education so they take active role in their willingness to get educated. To elaborate on this, without the willful volunteering of the student to get educated, the process of knowledge acquisition by such student would be truncated irrespective of the method deployed.

6. Categories of Theories
Student Development Theory
Categories of Theories
Cognitive-structural
Psychosocial
Humanistic Existential Theories (Evans, Forney & Guido-DiBrito,1998).
Cognitive-structural: The theories which fall into this group address how students interpret their experiences in life (Evans, Forney & Guido-DiBrito,1998).
Psychosocial: These are groups of theories which cater for events which happen in stages and which occur for a long period of time (Evans, Forney & Guido-DiBrito,1998).
Humanistic Existential Theories: these are groups of philosophical theories that deals basically about human nature and the application of self efficacy in tackling human problems (Evans, Forney & Guido-DiBrito,1998).
Cognitive Structural Theories: these is a group of theories which deal with the ways students understand and interpret their experiences (Evans, Forney & Guido-DiBrito,1998).

7. Categories of Theories
Cognitive Structural Theories
Student Development Process Model (Evans, Forney & Guido-DiBrito,1998).

8. Categories of Theories
Student Development Theory
Categories of Theories
Student Development Process Model: It is divided into abstract and practical.
Student Development Process Model is the fifth category of student development theories. It is the principle upon which various student development theories revolve. It can be further divided into practical and abstract.

9. Student Development Theories
Having explored the categories that student development theories belong to, some of the theories shall be explored.

10. Kohlberg’s Theory of Moral Development
Student Development Theory
Kohlberg’s Theory of Moral Development
This theory is based on the assumption that moral reasoning is the basis for moral behaviour (Kohlberg, Lawrence & Lickona, ed. (1976).
Basically, this theory is based on the previous works carried out by Piaget on moral reasons and development. Kohlberg only developed this idea and agree that human develop in stages. This theory is based on the presupposition that humans have the capability to communicate, reason and exhibit the desire to understand other people and the complex world around them (Kohlberg, Lawrence & Lickona, ed. (1976).
According to the author, moral reasoning is the basis for moral behaviour.

11. Kohlberg’s Theory of Moral Development (cont,.)
Student Development Theory
Kohlberg’s Theory of Moral Development (cont,.)
This theory is consistent with the fact that moral reasoning develops in six developmental stages where each successive stage is more adept than the preceding stage (Kohlberg 1958).
The six stages of moral development is consistent with Piaget’s model of stages of moral development and it means that each stage is an advancement of the previous stage as it quite rare for any of the stage to regress from the previous stage.
Kohlberg further agued that entire process of moral development has to do with justice and the development continues throughout the individual lifetime (Kohlberg 1958).

12. Kohlberg’s Theory of Moral Development (cont,.)
Student Development Theory
Kohlberg’s Theory of Moral Development (cont,.)
Kohlberg agrees that this theory is basically about the developmental stages of moral reasoning, it is justice-based.
This theory is often used in counseling.
Kohlberg argues that moral behaviour at the later stages of developments is amenable to prediction and quite agrees with deontology. Additionally, he noted that it is consistent with the formations of the well notarized philosophical deontology and is useful in counseling

13. Schlossberg's Transition Theory
Student Development Theory
Schlossberg's Transition Theory
This is another student developmental theories which deals with the transition and the effects of such transitions (Evans, Forney & Guido-DiBrito,1998).
Throughout a person’s life, certain things do occur that forces transition of such person. For a student, changing from one college to another is a transition. According to Schlossberg, transition in defined as any event or non-event which bring about assumptions, roles, routine and changed relationships .
It occurs in stages and steps

14. Schlossberg's Transition Theory (cont.)
Student Development Theory
Schlossberg's Transition Theory (cont.)
There are different types of transition which are: anticipated, unanticipated and nonevent (Evans, Forney & Guido-DiBrito,1998).
Perception is essential in determining what exactly represents a transition because experiences and perception differ. Experiences involve a conscious effort while perception does not require the conscious effort of the mind. According to the author, transition is defined as any event or non-event which is capable of causing changes in routines, assumptions, roles and relationship (Evans, Forney & Guido-DiBrito,1998).
Anticipated transition is the type that the individual already has a prior knowledge of, and which can be predicted (Evans, Forney & Guido-DiBrito,1998).
Unanticipated type is the one which is occurs suddenly without warning and which cannot be predicted.
Non-event are the transitions which are expected but may not occur (Evans, Forney & Guido-DiBrito,1998).

15. Schlossberg's Transition Theory (cont.)
Student Development Theory
Schlossberg's Transition Theory (cont.)
Schlossberg understands that transition has impacts on people so came up with coping strategies which are known as 4S’s (Evans, Forney & Guido-DiBrito,1998).
Situation, support, strategy and self are the four identified factors that influence how a person copes with the transition.
This theory serves as a guideline on the steps to take in the event of transition.

16. Kolb’s Theory of Experiential Learning
Student Development Theory
Kolb’s Theory of Experiential Learning
This theory posits that an individual can learn directly from his experiences which may be direct or indirect experiences (Itin, 1999).
Experiential learning looks similar with cognitive theories but they are quite different. Cognitive theory is basically has to do with the mental process of thing while the former is based on experience.
Kolb explained that there are experiential learning which are based on four models which offer explanations of how learning is possible through experiences (Kolb, Boyatzis & Mainemelis, 2000).

17. Kolb’s Theory of Experiential Learning (cont.)
Student Development Theory
Kolb’s Theory of Experiential Learning (cont.)
Kolb’s models of learning include:
Concrete experience
Abstract Conceptualization
Reflective Observation, and
Active Experimentation
The first two models represent how experiences can be acquired which is necessary for learning while the last two models deal with ways of transforming the experiences to learning.
According to Kolb, these models play very active roles in determining experiential learning.

18. Kolb’s Theory of Experiential Learning (cont.)
Student Development Theory
Kolb’s Theory of Experiential Learning (cont.)
Experiential learning does not require the presence of a human teacher for learning to take place because learning is acquired basically through experiences (Kolb, Boyatzis, & Mainemelis, 2000).
Learning could come from either positive or negative experiences. For instance, a lot of people learn through their past mistakes while others learn through other people’s mistakes. These are all accumulative experiences which facilitate learning.

19. Kolb’s Theory of Experiential Learning (cont.)
Student Development Theory
Kolb’s Theory of Experiential Learning (cont.)
Kolb argued that it is not all experiences that lead to learning because some factors must be satisfied (Evans, Forney & Guido-DiBrito,1998).
Some experiences are not directed towards learning and no knowledge is acquired. Kolb argued that all experiences do not lead to learning. He explained that for experiences to lead to learning and acquisition of gainful knowledge, certain prerequisites are needed from the individual.
These include, among many other factors:
The active will power of the learner to be involved in the experience;
The ability of the learner to reflect on the experience;
The ability of the learner to use analytical skills to create a mental concept of the experiences acquired;
Decision-making skill must be possessed by the learner; and
Problem-solving skill is also a must (Evans, Forney & Guido-DiBrito,1998).

20. Conclusion
It was mentioned that student development theories are simply defined as a group of educational psychology which postulate how knowledge is acquired and developed.

21. Conclusion
Kohlberg’s Theory of Moral Development is based on the assumption that humans are creations of reason and moral beings.

22. Conclusion
Kolb’s Theory of Experiential Learning posits that an individual can learn directly from his experiences.

23. Conclusion
Schlossberg’s Transition Theory is another student developmental theories which deals with the transition and the effects of such transitions.

24. References
Astin, A. Student involvement: a developmental theory for higher education. Journal of College Student Personnel, 25(4), , 1984.
Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass.
Kohlberg, Lawrence; T. Lickona, ed. (1976). "Moral stages and moralization: The cognitive-developmental approach". Moral Development and Behavior: Theory, Research and Social Issues. Holt, NY: Rinehart and Winston.

25. References
Kohlberg, Lawrence (1958). "The Development of Modes of Thinking and Choices in Years 10 to 16". Ph. D. Dissertation, University of Chicago.
Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. The Journal of Experiential Education 22(2),

26. References
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2000). Experiential Learning Theory: Previous Research and New Directions. In Perspectives on cognitive, learning, and thinking styles. Sternberg & Zhang (Eds.). NJ: Lawrence Erlbaum.