Student Development in College

Theory, Research, and Practice

Author: Lori D. Patton,Kristen A. Renn,Florence M. Guido,Stephen John Quaye

Publisher: John Wiley & Sons

ISBN: 1118821815

Category: Education

Page: 560

View: 5475

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"Student Development in College is the go-to resource for student affairs, and is concerned a key reference for those most committed to conscious and intentional student affairs practice. This third edition includes new chapters on social class, disability, and emerging identity theories, with expanded coverage of faith and gender identity. A new framework provides guidance for facilitating dialogues about theory, teaching theory, and the importance of educators as consumers of theory. Discussion questions conclude each chapter and vignettes are woven throughout to provide practical context for theory. Learning activities in the appendix promote comprehension and application of theory"--
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Student Development in College

Theory, Research, and Practice

Author: Nancy J. Evans,Deanna S. Forney,Florence M. Guido,Lori D. Patton,Kristen A. Renn

Publisher: John Wiley & Sons

ISBN: 9780470557129

Category: Education

Page: 480

View: 5126

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Student Development in College

Theory, Research, and Practice

Author: Nancy J. Evans,Deanna S. Forney,Florence Guido DiBrito

Publisher: Jossey-Bass

ISBN: 9780787909253

Category: Education

Page: 348

View: 839

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This sweeping resource gathers together in one volume the diverse body of theory informing our understanding of students' intellectual, cognitive, social, moral, and identity development during the college years. It critically examines the recent body of theory that reflects the changes, complexity, and diversity of today's campuses with special emphasis on gender and cultural differences in student development.
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College Students in the United States

Characteristics, Experiences, and Outcomes

Author: Kristen A. Renn,Robert D. Reason

Publisher: John Wiley & Sons

ISBN: 1118415507

Category: Education

Page: 320

View: 8275

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College Students in the United States accounts forcontemporary and anticipated student demographics and enrollmentpatterns, a wide variety of campus environments and a range ofoutcomes including learning, development, and achievement.Throughout the book, the differing experiences, needs, and outcomeof students across the range of “traditional” (18-24years old, full-time students) and non-traditional (for example,adult and returning learners, veterans, recent immigrants) arehighlighted. The book is organized, for use as a stand-aloneresource, around Alexander Astin’s Inputs-Environment-Outputs(I-E-O) framework.
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Empowering Women in Higher Education and Student Affairs

Theory, Research, Narratives, and Practice From Feminist Perspectives

Author: Penny A. Pasque,Shelley Errington Nicholson

Publisher: Stylus Publishing, LLC.

ISBN: 9781579225209

Category: Education

Page: 384

View: 5290

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How do we interrupt the current paradigms of sexism in the academy? How do we construct a new and inclusive gender paradigm that resists the dominant values of the patriarchy? And why are these agendas important not just for women, but for higher education as a whole? These are the questions that these extensive and rich analyses of the historical and contemporary roles of women in higher education— as administrators, faculty, students, and student affairs professionals—seek constructively to answer. In doing so they address the intersection of gender and women’s other social identities, such as of race, ethnicity, sexual orientation, class, and ability. This book addresses the experiences and position of women students, from application to college through graduate school, and the barriers they encounter; the continuing inequalities in the rates of promotion and progression of women and other marginalized groups to positions of authority, and the gap in earnings between men and women; and pays particular attention to how race and other social markers impact such disparities, contextualizing them across all institutional types. Written collaboratively by an intergenerational group of women, men, and transgender people with different social identities, feminist perspectives, and professional identities— and who, in the process, built upon each other’s work—this volume constitutes a call to educators and scholars to work toward centering feminist and other marginalized perspectives in their practice and research in order to equitably address the evolving complexities of college and university life. Employing a wide range of theoretical lenses, examining a variety of models of practice, and giving voice to a diversity of personal experiences through narrative, this is a major contribution to the scholarship on women in higher education. This is a book for all women in the academy who want to better understand their experience, and to dismantle the remaining barriers of sexism and oppression—for themselves, and future generations of students. An ACPA Publication
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College Student Development

Theory and Practice for the 1990s

Author: Don G. Creamer

Publisher: University Press of Amer

ISBN: N.A

Category: Education

Page: 228

View: 805

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This book contains articles on the most recent thinking about developmental programming in student affairs. "Progress Toward Intentional Student Development" (Don Creamer) introduces a concept orientation in developmental programming. "The Professional Practice of Student Development" (C. Carney Strange and Patricia King) presents a rationale for the professional practice of student development in student affairs. "Recent Theories and Research Underlying Student Development" (Robert Rodgers) updates theories and research underlying student development. "Assessing Development From a Cognitive-Developmental Perspective" (Patricia King) demonstrates the benefits, disadvantages and risks to student development practice associated with formal and informal assessment approaches."Assessing Development From a Psychosocial Perspective" (Theodore Miller and Roger Winston, Jr.) offers a summary of germane findings about assessing ethnic minority students, nontraditional students, and international students. "Understanding and Assessing College Environments" (Lois Huebner and Jane Lawson) reviews research associated with the idea of person-environment interaction. "An Integration of Campus Ecology and Student Development: The Olentangy Project" (Robert Rodgers) illustrates the integration of campus ecology and student development. "Use of a Planned Change Model to Modify Student Affairs Programs" (Don Creamer and Elizabeth Creamer) discusses the usefulness of a model of planned change in higher education. "Ethical Practice in College Student Affairs" (Elizabeth Reynolds Welfel) shows how ethics has emerged as a priority in the profession and how self-imposed standards can influence professional behavior. "Student Outcome Assessment: An Institutional Perspective" (T. Dary Erwin) focuses on the issue of outcome assessment in college student affairs. (NB)
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Student Development Theory in Higher Education

A Social Psychological Approach

Author: Terrell L. Strayhorn

Publisher: Routledge

ISBN: 1135045054

Category: Education

Page: 186

View: 6920

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Moving beyond the theories traditionally used to describe college student development, this engaging book introduces social psychological theories that address the most relevant issues in higher education today. Covering theories of ecological systems, sense of belonging, prejudice and discrimination, positive psychology, social capital, personality theory, mentoring, and hope theory, this book promotes the understanding and application of social psychological theories to various higher education contexts. Examples from diverse student populations encourage learners’ application to situations in their own contexts. Comprehensive enough to be used as a main text but accessible enough to be used alongside another, this important textbook bridges research, theory, and practice to help practicing and aspiring higher education and student affairs professionals effectively work with college students. Special Features Include: • Reflective exercises that combine theory and practice and help students apply their knowledge solving problems. • Case studies and scenarios for further connections to the reader’s university and college settings. • Guiding questions that encourage students to think beyond the current literature and practice. • List of further readings and references for readers to explore topics in more depth.
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Linking Theory to Practice

Case Studies for Working with College Students

Author: Frances K. Stage,Michael Dannells

Publisher: Taylor & Francis

ISBN: 9781560328650

Category: Education

Page: 228

View: 3090

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The new edition of this acclaimed book offers twenty-six new case studies on student affairs issues that reflect the complexity of today's environment at colleges and universities. The cases present a challenging array of problems to tackle, such as racial diversity, campus violence, alcohol abuse, and student activism. The campus settings range from large research universities, community college campuses, historically black institutions, and residential liberal arts colleges. An excellent teaching tool, the book challenges students to consider multiple overlapping issues within a single case study. The book is also intended for student affairs workshops or for new or experienced professionals in student affairs. Outstanding features include: A two-part structure that sets the stage for case study methods and links student affairs theory with practical applications Cases set in a wide variety of institution types and locations Complex case studies reflecting the multifaceted issues student affairs professionals face in today's college university environment
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Masculinities in Higher Education

Theoretical and Practical Considerations

Author: Jason A. Laker,Tracy Davis

Publisher: Routledge

ISBN: 1136840575

Category: Education

Page: 248

View: 5185

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Masculinities in Higher Education provides empirical evidence, theoretical support, and developmental interventions for educators working with college men both in and out of the classroom. The critical philosophical perspective of the text challenges the status-quo and offers theoretically sound educational strategies to successfully promote men’s learning and development. Contesting dominant discourses about men and masculinities and binary notions of privilege and oppression, the contributors examine the development and identity of men in higher education today. This edited collection analyzes the nuances of lived identities, intersections between identities, ways in which individuals participate in co-constructing identities, and in turn how these identities influence culture. Masculinities in Higher Education is a unique resource for graduate students and professional post-secondary educators looking for strategies to effectively promote college men’s learning and development.
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