Student Development Training Session

Student Development
Training Session
Milisa Sammaciccia Ismail, MEd.
19 March 2012

Syllabus ………………………………………………….. Page 4
Training Objective…………………………………….......Pages 5-6
Advisor’s Reading List………………………………......... Pages 7-11
Section One: Department Familiarization…………… Pages 12-19
Our Mission………………………………………………Pages 13-14
Our Goals……………………………………………….. Pages 15-17
Student Development Philosophy……………………….. Pages 18-19
Section Two: The Tenets of Student Development….. Pages 20-25
Section Three: The Detriment of Preparedness……… Pages 26-32
The Developmental Intervention Model………………….Pages 27-29
Table of Contents

T.I.D.E.S. Model………………………………………… Pages 30-32
Section Four: Overview of the Theorist’s…………….. Pages 33-38
Chickering’s Theory of Student Development…………… Pages 34-36
Schlossberg’s Transition Theory…………………………. Pages 37-38
Section Five: Common Assessment Tools…………… Pages 39-43
Canfield Learning Styles Inventory (LSI)………………… Page 40
Inventory of Classroom Style & Skills (INCLASS)………. Page 41
Index of Learning Styles Questionnaire (ILS)…………… Page 42
Learning and Study Strategies Inventory (LASSI)………... Page 43
Recap……………………………………………………. Page 44
Resources………………………………………………... Pages 45-49
Table of Contents

Training Session Syllabus.docx
Syllabus

What is the focus of our training session and what do we
hope to facilitate?
Training Objective

The objective to this training session is to familiarize our new student
development professionals with an individual student identity development
area as it relates to student transitional obstacles. We will specifically address
how students perceive their level of academic preparedness (readiness level)
upon entering higher education and, the developmental obstacles they
potentially face during the transition.
This is an area that has been strongly demonstrated with great frequency in
first-year students in post-secondary educational environments. As each
student undoubtedly brings with them a certain level of self-efficacy regarding
their academic performance and abilities, we will demonstrate the various
obstacles that can have an impact on student academic success and
consequential perseverance; and further, provide pathways to assist in their
identity development through proactive measures.
Training Objective Continued…

Adjusting to college: Making the transition. (2007). Unpublished raw
data, Counseling Center/Student Affairs, University of Illinois,
Champaign, IL. Retrieved from http://www.counselingcenter.
illinois.edu/?page_id=139
Overview: This webpage is from the University of Illinois office of Student
Affairs. It provides excellent examples of the most common changes first-year
students can expect from their transition into higher learning. Also outlined
are common stressors and challenges that the students may face along the
way; and outlines recommendations for the student’s to assist them in
proactive ways through the obstacles they might potentially face.
Advisor Reading List

First year professional development core skills and objectives. (2012).
Unpublished raw data, College of Art, Maryland Institute, Baltimore,
MD. Retrieved from http://www.mica.edu/Campus_and_Student
_Life/Student_Professional_Development/First_Year_Professional_De
velopment_Core_Skills_and_Objectives.html
Overview: This website provides an overview of first year student’s in
transition to the culture of the post-secondary learning environment. Focus is
balanced between the expansion of fundamental skills while they assess their
personal abilities and a self-realization. Examples of exposure for freshman
include: self-management, learning to work in team environments and
development of collaboration skills, and how to exposure to deeper level
analytical skills and their recognition for the need of information and
knowledge.
Advisor Reading List Continued…

Maniar, N. (2012). [Web log message]. Retrieved from
http://studentdevelopmenttheory.wordpress.com/self-authorship-and-
transitions/
Overview: This weblog provides a comprehensive overview of Baxter
Magolda’s Theory of Self-Authorship outlining the four phases of: (1)
following formulas, (2) crossroads, (3) becoming the author and (4) internal
foundation; and Schlossberg’s Transition Theory which exists to develop
frameworks to facilitate understanding of adults in the transition processes
that can help them connect to assistance they need to cope with the ordinary
and extraordinary processes of living, such as those students undergo in their
first year of higher learning.

Student development theories: Psychosocial theory. (2004).
Unpublished raw data, Department of Psychology, South Dakota
School of Mines & Technology, Rapid City, SD. Retrieved from
http://www.hpcnet.org/dos/theory_psychosocial
Overview: This article provides an comprehensive overview of the student
development theorist, Arthur Chickering, and his revision to original theory
reflecting a comprehensive overview of psychosocial development during the
college years and how the seven vectors can be aligned to first year students
and their personal identity of academic preparedness as it related to
environmental influences.

Boylan, H. R. (2009). Targeted intervention for developmental
education students (T.I.D.E.S.). Journal of Developmental Education,
23(3), Retrieved from http://www.elcentrocollege.edu/Campus_
Info/TitleV/docs/TargetedIntervention for Developmentaled.pdf
Overview: This scholarly journal article proposes a theoretical model that
provides an alternative for assessing, advising, and placing underprepared
students in colleges and universities. It advocates combining cognitive and
affective assessment data along with information about students’ personal
circumstances to make more precise placement decisions via advising that
targets both course and service recommendations. (1)

 Session One 
Department
Familiarization
Our Mission
Our Goals
Our Philosophy

All student development professionals are committed to facilitating the
success and growth of our students. The culture shall promote collaboration
for all students and academic colleagues. Through a holistic approach we will
provide innovative programs, activities, and services that enhance the quality
of student life and create a student-centered environment in which the
participants develop, embrace, and enhance ethical leadership, life-long skills
and experiences through creative an active and diverse climate where each and
every member of the community shall flourish and grow. (1)
Our Mission

We shall encourage self-actualization and exploration and serve as not only
student development professionals, but also as mentors, leaders, educators
and advisers. Our skills shall be applied to empower our students to grow
spherically while helping them to learn from the diversity represented in the
student body. (1)
Our Mission Continued…

Through our student development activities and services, we shall
enhance student outcomes in the following areas:
Assisting Students To Become Intentional Learners 
Students recognize, engage in, and integrate their learning experiences
outside of the classroom. Students develop transferable skills in
communication, critical and creative thinking, leadership and teamwork. (1)
Fostering Healthy Relationships 
Students build trusting and supportive relationships. Students develop
reasonable expectations for all their relationships. Students successfully
resolve interpersonal conflict. (1)
Our Goals

Developing Autonomy 
Students make choices based upon their own values and beliefs. Students take
initiative to set priorities and follow through with them. Students develop a
dynamic life philosophy through their experiences. (1)
Appreciating Diversity & Different Perspectives 
Students actively cultivate an appreciation for diversity and alternative
perspectives. Students engage with different people and cultures in order to
more fully understand the world around them and make local and global
connections. (1)
Understanding Community Responsibly 
Students recognize the importance of accountability and integrity, and
participate in activities that allow them to practice civic responsibility,
community citizenship, and public service. (1)
Our Goals Continued…

 Living Ethically 
Students make decisions based on a coherent ethical framework that they can
clearly articulate. Students choose to align their behaviors with their words. (2)
Enhancing Self-Awareness 
Students have an awareness of personal beliefs, values, attitudes, emotions,
interests, goals, and future aspirations and are able to articulate these. Students
identify and participate in opportunities to promote self-reflection and
personal awareness. (2)
Our Goals Continued…

“Success is defined as the accomplishment of, or the continued
opportunity to accomplish, students’ individual goals. The success
of our students will be determined not only by their acquisition of
knowledge and skills, but also by their personal growth and
development” (1).
Our philosophy, as student development professionals, will meet the
needs, goals and objectives of the diverse student learners in our
academic community through a student-centered focus.
We will empower our students to enhance and develop their
interpersonal skills to promote self-reliance and interconnectivity
between peers, faculty and the community.
Student Development Philosophy

We will challenge our students to extend their perspectives beyond
themselves and see others perspectives, differing points-of-view,
and alternative philosophies and beliefs.
By allowing our students to walk beside us as we become their
mentors, advisers, examples, leaders and trusted sources through the
department, we serve to help our students grow exponentially both
in a personal and academic capacity; and, “assist students in
initiating their own paths to success” (1).
Student Development Philosophy
Continued…

 Session Two 
The Tenets of Student
Development
What do we, as professionals and
as a department, hold in theory
and belief about student
development?

 As advisor’s, we shall recognize that students have value and deserve
respect; their individuality and values must be understood and considered
in the development of our programs and services.
 As advisor’s, we shall recognize that students develop at different rates and
times and not always as predicted by theory. Development is not always
painless; growth often occurs in the wake of challenge and adversity.
 As advisor’s, we shall afford our students the opportunity to develop their
leadership skills in an environment that is supportive, nurturing, and
challenging therefore encouraging their academic independence which in
turn shall exemplify their perseverance.
 As advisor’s, we shall afford students the opportunity for academic success,
to their promote development, enhance and protect a sense of community,
and provide experiences that can assist students in cultivating the skills
necessary to live productively in a complex global society.
Our Tenets

 As advisor’s, we shall promote accountability, resourcefulness and
creativity manifested by our collegiality, feedback and teamwork.
 As advisor’s, we shall seek opportunities to collaborate with one another
and in groups regarding the progress of implemented models as they are
applied to theory.
 As advisor’s, we shall expand existing partnerships and develop services
and programs that offer the opportunity to form additional, mutually-
beneficial partnerships with other campus and community entities.
 As advisor’s, we shall strive to be responsive to constituent needs and
desires while maintaining high expectations and standards. We commit to
providing responsive, accurate, accessible and courteous service.
Our Tenets Continued…

 As advisor’s, we shall commits to ensuring that staff and resources are
aligned appropriately to foster student success at the point of college
exploration and recruitment, to the point of college selection and
enrollment, through a successful transition, and culminating in persistence
to graduation and post-graduation planning.
 As advisor’s, we shall develop, implement and periodically evaluate its goals
and objectives of the program so that we can demonstrate and articulate a
tangible assessment of quantity, quality and effectiveness of the program
and services we provide to meet constituent and institutional needs. (2)
 As advisor’s, our policies and program shall foster the campus climate and
be both inclusive and diverse. Student development professionals are
expected to demonstrate a commitment to promoting the twin values of
access and excellence at both the institutional and individual level. (1)

 As advisor’s, we shall assist with academic planning, and shall provide
educational and personal support so that students achieve their defined
goals. (1)
 As advisor’s, we shall will make a tangible effort to ensure that the services
offered by the department are promoted through awareness and availability
of information. Collaboration through the departments, groups and
various student levels shall encourage promotion and feedback efforts for
on-going improvement to the program(s) and department.
 As advisor’s, we shall will develop and provide students with an
informational questionnaire that can be given to students prior to their
meeting with a counselor. When the student is scheduled for a counseling
appointment, instructions will be given to arrive at least 15 minutes prior to
the appointed time so they can complete a self-assessment tool that will
provide the counselor with a clearer understanding of the students’
academic preferences. (2)

 As advisor’s, we shall work collaborative with the administration so that
the early stages of the matriculation process is shaped in such a way that
students are completely aware of all steps within matriculation that they
must complete. Rather than providing students with verbal instructions,
students should receive written information of instructions that details the
processes and services available, at the onset. (2)

 Session Three 
The Detriment of
Preparedness
The Recommended Models: The
Developmental Intervention
Model & the T.I.D.E.S. Model

The Developmental
Intervention Model

This model identifies the transitional obstacles our incoming students may
face with regards to their academic preparedness. The model is a framework
that facilitates intervention either at an individual or institutional level and
further, can be adapted to either area of need. Some interesting attributes of
the model are that it can be pre-planned or implemented in response to
identified student need. It can explicit and/or implicit. The model
components are as follows:
 Target Intervention: individual interventions focus on the attitudes,
knowledge, or behavior of specific students whereas institutional
interventions are designed to create a development environment on
campus. (1)
The Developmental Intervention
Model Continued…

 Type of Intervention: planned interventions are intentional,
proactive, and structured; they anticipate problems or developmental
needs that student are expected to face in college. Responsive
Interventions are reactive. They make us of, or respond to,
opportunities or issues as they arise. (1)
 Intervention Approach: explicit interventions address
developmental issues directly, such as workshop series. Implicit
interventions approach development issues indirectly. For instance,
the lack of confidence experienced by many adult learners could be
addressed by asking adult students who had been enrolled for several
semesters to serve as peer counselors for new adult students. (1)
The Developmental Intervention
Model Continued…

T.I.D.E.S. Model
Targeted Intervention For
Developmental Education Students
Model

This model is used to gather a variety of assessment information to help the
student development adviser not only place the students in courses but also to
pace them in experiences that will either supplements or replace
developmental courses. In order to implement the T.I.D.E.S. model several
steps have to be taken including:
 Taking an inventory of available campus and community courses and
services;
 Developing student profiles that might be helpful to students with
various characteristics;
 Assessing individual students’ skills and characteristics; (1)
T.I.D.E.S. Model Continued…

 Advising students using this assessment information to plan interventions;
 Delivering targeting interventions according to the plan;
 Monitoring students and evaluating their progress; and,
 Revising the targeted interventions as necessary. (1)
T.I.D.E.S. Model Continued…

 Session Four 
Overview of Theorist’s
Chickering’s Theory of Student
Development & Schlossberg’s
Transition Theory

Chickering’s theory of student development highlights seven vectors that
present a comprehensive picture of psychosocial development during the
college years with several of the vectors being applied to the student’s
academic preparedness such as:
 Developing Competence. Intellectual competence involves acquisition of
knowledge and skills related to a particular subject matter; develop of
‘intellectual, cultural, and aesthetic sophistication’ and increased skill in
areas such as critical thinking and reasoning ability.
 Moving Through Autonomy Toward Interdependence.
Students…develop instrumental independence that includes self-direction,
problem-solving ability, and mobility. (1)
Development

 Environmental: Curriculum. Making it ‘relevant to students’
backgrounds and prior experiences; recognizing ‘significant dimensions of
individual differences in students; creating ‘encounters with diverse
perspectives that challenge pre-exiting information, assumptions, and
values.
 The Admonitions: Recognition and Respect for Individual
Differences. Educators must be cognizant of the different backgrounds
and needs of their students and adjust their interactions and interventions
to address these differences. (1)
Development Continued…

When a student develops a certain level of competence, they move from a
state of dependence to a state of independence (therefore owning the results
of their persistence and consequent success); can connect the curriculum to
deep levels of understanding as they connect experience; and draw from the
diversity represented in the classroom setting; and, they will most assuredly
come to understand their academic success on deeper levels which will lead to
deeper levels of persistence. (2)
Development Continued…

A student’s ability or inability to perceive their own level of academic
preparedness has a direct and indirect impact on their level of perseverance in
higher education. A student’s ability to cope with transitional changes has
been identified by Schlossberg as the four S’s:
 Situation & Self
These two areas are specific to the student’s ability to cope, or
manage the transitions (or changes).
 Support & Strategies
These two areas are viewed as the most influential elements to a
students level of perseverance.
Schlossberg’s Transition
Theory

The combination of applying Schlossberg’s Transition Theory with one or
more of the developmental models; strengthening the programs and support
offered at the department level and campus wide; and, review and
improvements to academic assistance programs available (i.e. tutoring services,
access to subject specific support resources) will most assuredly assist the
students in strengthening the following areas:
 Increasing academic preparedness therefore minimizing potential
withdrawal based on an imbalance of self-efficacy
 Decreasing areas of identified deficiency and/or feelings of inadequacy
as compared to peers and their level of academic preparedness.
Through implementation, there should be an increase in student perseverance
and subsequent retention.
Schlossberg’s Transition Theory
Continued…

 Session Five 
Commonly Used Effective
Assessment Tools

 Canfield Learning Styles Inventory (LSI)
The LSI can be completed in 15-20 minutes. It allows a student to classify
themselves among a learner typology grid which enables administrators to
identify groups of students who have similar learning styles. The LSI scores
are used to classify students into one of nine learner types and have been
standardized on more than 2,500 individuals. This self-report inventory is
comprised of 30 items that give information in the following areas: preferred
conditions for learning, areas of interest, modes of learning, and expectations
for course grade. (1)
Assessment Tools Overview

 Inventory of Classroom Style and Skills (INCLASS)
INCLASS assesses student attitudes and behaviors related to academic
learning. It is a self-assessment instrument designed to assess proficiency in
seven areas of academic style and skills which affect student performance in
the classroom such as studying, test-taking, homework, and collaborative
learning. It is a diagnostic and prescriptive instrument that gives teachers and
counselors a framework for developing instruction and other tailored
interventions for students. INCLASS is purported to be a statistically valid
and reliable assessment.(1)
Continued…

 Index of Learning Styles Questionnaire (ILS)
The ILS was developed for use with college students. The instrument
identifies four learning style dimensions: Active-Reflective (prefers to do
something active with information, such as discuss, apply, or explain, or
prefers to think about it), Sensing-Intuitive (prefers to learn facts and follow
established processes or prefers abstractions and learning by discovery),
Visual-Verbal (prefers to learn through pictures, diagrams, demonstrations,
etc. or prefers to learn through written and spoken words), and Sequential-
Global (prefers to learn in linear steps or prefers to absorb material almost
randomly and put things together in novel ways. (1)
Continued…

 Learning and Study Strategies Inventory (LASSI)
The LASSI is a 10-point scale, 80-item study skills assessment designed to
diagnose relative student strengths and weaknesses. It provides standardized
scores and national norms for scales falling under the descriptions of skill, will,
and self-regulation of strategic learning. It may be used to identify student
educational intervention areas, counseling needs, or as a pre-post achievement
measure following student participation in a particular intervention. It is
available in paper and pencil or in a web administered format.(1)
Continued…

By using the presented developmental models, in combination with
Schlossberg’s Transition Theory and Chickering’s Theory, student
development professionals can form a bridge between theory and practical
application, or practice. This combination, with regards to this area of need
identified as students perception of academic preparedness versus actual
preparedness during the transitioning period, will not only allow the staff to
identify the issue promptly, but also will provide them with a framework and a
necessary plan of intervention that is both proactive and responsive to the
student. It can be the difference between a student who is lost and may
potentially withdraw (or give up) and a student who perseveres.
Recap
 OR

Resources
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Resources Continued…
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