Full Description
One reason so many students fail to achieve complex learning goals may be that they rely too heavily on others opinions about what to believe, who to be, and how to relate to others. The meaning-making capacity of self-authorship provides a basis from which to understand and learn from one s experiences; without this, students are at a loss to know how to make intentional choices about what to believe and how to act. Similarly, without a means to access and assess students meaning making, researchers are at a disadvantage in deciding how to interpret students academic performance and other behaviors, and educators are at a disadvantage in translating findings into the design of new programs and services. This monograph is for those who are interested in understanding self-authorship and its assessment, and in using this approach in their own work. Drawing from well-established theories and extensive longitudinal research including nearly two thousand interviews, it offers a detailed account of how young adults capacities become more complex and adaptive over time.
Those who understand the role of meaning making will be better able to document its effects on educational outcomes and provide better information to decision makers about program effectiveness. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Contents
Executive Summary vii Foreword xi Acknowledgments xv Nudging Minds to Life: Self-Authorship as a Foundation for Learning 1 Meaning Making and Collegiate Learning Outcomes 4 The Nature of Meaning Making: Constructivist-Developmental Assumptions 5 Self-Evolution and the Journey Toward Self-Authorship 11 Conclusion 17 Assessing Self-Authorship and Its Evolution 21 Assessment Challenges 21 Assessment Formats 25 Four Interviews to Assess Self-Authorship 28 Conclusion 34 Development of the Ten Positions in the Journey Toward Self-Authorship 37 Baxter Magolda s Study 37 Wabash National Study of Liberal Arts Education 40 Nuances of Self-Authorship 51 Trusting External Authority: External Positions 53 Trusting External Authority 54 Tensions with Trusting External Authority 59 Assessing Meaning Making and Self-Authorship v Recognizing Shortcomings of Trusting External Authority 62 Developmental Progression in External Meaning Making 65 Entering the Crossroads: Predominantly External Positions 67 Questioning External Authority 67 Constructing the Internal Voice 73 Developmental Progression in Entering the Crossroads 76 Leaving the Crossroads: Predominantly Internal Positions 77 Listening to the Internal Voice 77 Cultivating the Internal Voice 78 Developmental Progression in Leaving the Crossroads 86 Self-Authorship: Internal Positions 87 Trusting the Internal Voice 88 Building an Internal Foundation 90 Securing Internal Commitments 93 Developmental Progression in Internal Meaning Making 98 Using the Self-Authorship Assessment Guide 101 Assessing Student Characteristics and Experience 102 Example of a Phase 1 Summary (Excerpts) 104 Assessing Developmental Meaning Making 107 Example of a Phase 2 Summary (Excerpts) 107 Links Between Development and Experiences 116 Working Through Difficult Summaries 117 The Value of Listening to Students 119 Appendix: Wabash National Study of Liberal Arts Education: Qualitative Research Team 121 References 123 Name Index 131 Subject Index 133 About the Authors 137
