- Ann Arbor, Michigan, United States
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This study assessed multicultural experiences and competency levels of graduate students in college student personnel (CSP) preparation programs, student affairs staff serving as internship supervisors, and diversity educators. A total of... more
This study assessed multicultural experiences and competency levels of graduate students in college student personnel (CSP) preparation programs, student affairs staff serving as internship supervisors, and diversity educators. A total of 131 students, staff, and diversity educators from four campuses in two geographical regions within the United States completed several assessments regarding multicultural competence.Respondents in all three groups rated themselves highest for multicultural awareness and lowest on multicultural knowledge. Significant differences by group and by race were observed in respondents levels of multicultural competence: student affairs staff members scored significantly higher than did CSP students, and diversity educators scored the highest. Students of color scored significantly higher on this measure than did the White students and the staff members.
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This study details the collection, analysis, and interpretation of data from a national multi-institutional longitudinal mixed methods study of college impact and student development of liberal arts outcomes. The authors found three sets... more
This study details the collection, analysis, and interpretation of data from a national multi-institutional longitudinal mixed methods study of college impact and student development of liberal arts outcomes. The authors found three sets of practices in the quantitative data that corroborated with the themes that emerged from the qualitative data: academic challenge, diversity experiences, and supportive relationships aided the transition in the first year. The authors discuss these relationships and their mechanisms for fostering student learning in the first year of college.
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The Student Learning Imperative (SLI ) (American College Personnel Association [ACPA], 1994) was written to spark discussion of “how student affairs professionals can intentionally create the conditions that enhance student learning and... more
The Student Learning Imperative (SLI ) (American College Personnel Association [ACPA], 1994) was written to spark discussion of “how student affairs professionals can intentionally create the conditions that enhance student learning and personal development” (p. 1); it is a call to transform student affairs practice to promote student learning and personal development. Although the terms student learning and personal development have different historical roots and focus on different aspects of the educational process, they are described in the SLI as “inextricably intertwined and inseparable” (p. 1). In this paper, we elaborate on this assertion and argue for an integrated view of learning and personal development. From this integrated perspective, the cognitive and affective dimensions are seen as parts of one process; dimensions as seemingly distinct as knowledge construction, meaning making, and awareness of self are presumed to be integrated within the developing human being. Th...
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This chapter examines cognitive development in emerging adulthood by focusing on two concepts: cognitive complexity and development. More specifically, it explores how complex cognitive abilities enable emerging adults to better cope with... more
This chapter examines cognitive development in emerging adulthood by focusing on two concepts: cognitive complexity and development. More specifically, it explores how complex cognitive abilities enable emerging adults to better cope with the demands of adult life through the aid of complex thinking that results from cognitive development. To understand cognitive development, the chapter first outlines several conditions that make a cognitive change developmental in nature. It then discusses three cognitive processes, namely, cognition, metacognition, and epistemic cognition, with emphasis on the theory and research related to each. In addition, it considers age-related issues of cognitive development. William G. Perry Jr.’s seminal work on students’ intellectual and ethical development in the college years is also examined, together with the concepts of self-evolution and self-authorship. Finally, the chapter discusses the dynamic development theory developed by Fischer et al. and its implications for understanding epistemic development.
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College instructors use a variety of approaches to teach students to reason more effectively about issues with a moral dimension and achieve mixed results. This pre‐post study of 423 undergraduate students examined the effects of morally... more
College instructors use a variety of approaches to teach students to reason more effectively about issues with a moral dimension and achieve mixed results. This pre‐post study of 423 undergraduate students examined the effects of morally explicit and implicit curricular content and of selected pedagogical strategies on moral reasoning development. Using causal modelling to control for a range of student
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The Reflective Judgment Model: Twenty Years of Research on Epistemic Cognition Patricia M. King* Uniuersity of Michigan Karen Strohm Kitchener Uniuersity of Denuer Over 15 years ago, Kitchener (1983) suggested that a three-level model of... more
The Reflective Judgment Model: Twenty Years of Research on Epistemic Cognition Patricia M. King* Uniuersity of Michigan Karen Strohm Kitchener Uniuersity of Denuer Over 15 years ago, Kitchener (1983) suggested that a three-level model of cogni-tive processing was ...
Page 1. 9. THEORY AND RESEARCH ON THE DEVELOPMENT OF MORAL REASONING AMONG COLLEGE STUDENTS Patricia M. King and Matthew J. Mayhew University of Michigan Moral development has been a central ...
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Pat King argues that it is higher education's obligation to help students, in particular white students, understand that with privilege and opportunity come special responsibilities and obligations.
... In the comments cited earlier, Dawn and Ned indicated that as entering college students, they did not have this internal sense of ... Educators must also build what Kuh, Whitt, and Shedd (1987, p. 47) have called “minitheories” to... more
... In the comments cited earlier, Dawn and Ned indicated that as entering college students, they did not have this internal sense of ... Educators must also build what Kuh, Whitt, and Shedd (1987, p. 47) have called “minitheories” to understand the development of particular students ...
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... Programs or Services that are Directly Related to Courses Mmy campus educators focus their attention on helping students become more successful in ... Student-Assisted Teaching: A Guide to Faculty-Student Teainwork (see box on p. 51),... more
... Programs or Services that are Directly Related to Courses Mmy campus educators focus their attention on helping students become more successful in ... Student-Assisted Teaching: A Guide to Faculty-Student Teainwork (see box on p. 51), a book edited by Judith E. Miller, James ...
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This study examined 110 intercultural experiences from 82 students attending six colleges and universities to explore how students' interpretations of their intercultural experiences reflected their developmental capacities for... more
This study examined 110 intercultural experiences from 82 students attending six colleges and universities to explore how students' interpretations of their intercultural experiences reflected their developmental capacities for intercultural maturity. Our analysis of students' experiences confirmed as well as refined and expanded King and Baxter Magolda's (2005) model, which mapped the development of intercultural maturity. In addition to affirming the overall developmental trajectory of intercultural maturity, our data revealed additional developmental features within the initial, intermediate, and mature levels of the model. Furthermore, our analysis illuminated characteristics of transitional phases between levels of the model.
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Thesis (Ph. D.)--University of Minnesota, 1977. Includes bibliographical references (leaves 203-209). Photocopy.
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Examined degree of involvement and effort that African-American and white students at a predominantly white university expended in range of college activities. Findings from 162 African-American and white students revealed few differences... more
Examined degree of involvement and effort that African-American and white students at a predominantly white university expended in range of college activities. Findings from 162 African-American and white students revealed few differences in levels of involvement between African Americans and whites. Where differences were found, African Americans were more involved in collegiate activities. (Author/NB)
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Colleges and universities can communicate expectations for students' moral, ethical, and character development through both the environment it creates and the formal curriculum, particularly through stated goals. A model of moral... more
Colleges and universities can communicate expectations for students' moral, ethical, and character development through both the environment it creates and the formal curriculum, particularly through stated goals. A model of moral development provides insights into the processes needed to foster moral behavior, and the experiences of other institutions suggest ways to develop successful civic and character education programs. (MSE)
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Studied the relationship between reflective judgment and standardized critical thinking tests and examined whether component critical thinking skills (CTSs) were present at some reflective judgment stages and not at others. 20 freshmen,... more
Studied the relationship between reflective judgment and standardized critical thinking tests and examined whether component critical thinking skills (CTSs) were present at some reflective judgment stages and not at others. 20 freshmen, 40 seniors, and 40 graduate students completed 3 instruments, including the Reflective Judgment Interview and the Cornell Critical Thinking Test. Overall scores for each measure increased across the 3 educational levels. The more educationally advanced Ss scored higher than their counterparts at earlier educational levels. Ss who reasoned using the assumptions of higher stages of reflective judgment demonstrated better CTSs than Ss who used lower stage assumptions, suggesting a developmental basis for the acquisition of CTSs. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Evaluates the concept of student development from the perspective of the adequacy of its theoretical knowledge base and with reference to the 14 specific propositions about student development identified by C. C. Strange (1994). The 4... more
Evaluates the concept of student development from the perspective of the adequacy of its theoretical knowledge base and with reference to the 14 specific propositions about student development identified by C. C. Strange (1994). The 4 major questions posed by C. A. Parker et al (1978) are used as an organizing framework: the student in development terms, the nature of development, the influence of campus environments, and the goals of education. It is suggested that Strange's theoretical propositions offer the framework, not recipes, for promoting student development and the strength of the 14 propositions is in their simplicity. Each offers a distinct conceptual filter. It is recommended that the 4 perspectives and 14 specific propositions be considered by practitioners in their daily reflective practice and decision making to better understand college students, guide assessment efforts, and inform education practice. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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... epistemological assumptions because they are based on the area of philosophy calledepistemology, the study of ... You wouldn't base your point of view entirely upon that study. ... Concept of justification: Beliefs are... more
... epistemological assumptions because they are based on the area of philosophy calledepistemology, the study of ... You wouldn't base your point of view entirely upon that study. ... Concept of justification: Beliefs are justified by giving reasons and using evidence, but the arguments ...
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The Journal of Higher Education Copyright © 2006 The Ohio State University. All rights reserved. The Journal of Higher Education 77.6 (2006) 1104-1110: ...