Full Description
This book explores how college students address life challenges and develop the self-authoring capacities needed to deal with the ambiguities and complexities of life after graduation.
Based on the in-depth interview portion of the Wabash National Study of Liberal Arts Education, this book draws on almost 1,000 interviews with a diverse cohort of 315 students from six institutions over 4 years. It traces these students' journeys, documenting the wide variety of pathways they followed, the range of contexts in which their experiences took place, the liberal education outcomes associated with these experiences, and the factors that affected quality and impact. The authors critique current student development theory and offer a new interactionist model to guide future study in the field, inviting readers to adopt five habits of mind to guide their praxis and practice to promote student development.
This valuable resource is written for educators working in higher education institutions - both faculty and student affairs professionals - who want to help students get the most out of their college experience.
Contents
1. The Central Role of Student Development in Higher Education 2. A More Nuanced Portrayal of Self-Evolution: The Ten-Position Model of Self-Authorship Development 3. The Interactionist Model of College Student Learning and Development 4. Research Methods for the Interview Portion of the Wabash National Study: Procedures, Choices, and Lessons Learned 5. Where Do Experiences That Are Important to Students Happen?: Exploring Contexts of Experiences Reported in the Wabash National Study 6. Trends and Patterns in Self-Authorship Development During College 7. Stability and Variability in Self-Evolution During College 8 What Experiences Promote the Development of Self-Authorship?: Exploring Patterns in Developmentally Effective Experiences 9. Weaving the Threads of Learning: Examining Student Experiences With the WNS Liberal Arts Outcomes 10. Implications and Invitations: How Can Educators Help Students Learn to Author Their Lives?
