|
A human being is the creature that is endowed with mind and conscience, what is more, a man is the creature that can develop in the course of his life. This is called the capability of progress, and this is our greatest advantage in the whole natural world. Education is the means that provides intellectual development of a human being. In its turn, higher education is the means of creation of a developed personality and an efficient and qualifies professional in a certain field. Thus, the ultimate aim of every college student is the intellectual development of his/her personality. This aim may be supplemented with some other aims, such as to gain firm financial standing in life, but suchlike aims are secondary, based on the primary aim of personal development. Since development is a gradual and time taking process, it should be analyzed and supported by theoretical basis, it concerns student development as well. This factor provoked the creation and introduction of student development theory in 1979s (Komives and Woodard, 2003, p. 168). The same authors claim that the analyzed theory provides common language for student affairs professionals as well as for faculty (Komives and Woodard, 2003, p. 168). Thus, the main aim of the present work is to analyze the role of student development theory in undergraduate college life. In the first place it is necessary to refer to the PTP model as it may be used as the means of providing a structurally developed approach of the usage of student developmental theory. It may be used to get a sufficient insight and to construct certain guidelines for activity. Chapter Five of “Student Development in College: Theory, Research, and Practice” offers a situation, in which the instructor makes use of the PTP model to provide intensification and improvement of the undergraduate counseling course. The main features that are introduced by the instructor are the usage and emphasis of case examples in the educational process and the second focus of the instructor is special attention to two spheres: individual differences and consideration of commonalities with others. Considering the first aspect of the approach chosen by the instructor, it is possible to state that complexity of the material he makes use of is a good field for reflection since it is rather controversial. First of all, it is “a Pandora’s box” as stated by Evans et al. (1998, p. 269). The usage of the metaphoric allusion presents the risk that the introduction of new approach implies. However, students’ awareness of the realistic nature of the material and its complexity is, undoubtedly, significant and effective for their educational progress. The reality of the material for the course may be interpreted as “challenge to current state”, a necessary characteristic of developmental theory (Student Development Theory 2009). Thus, its reasonableness can be proven. The potential benefits, such as the increase of connectedness among students, the instructor, and the course material are additional evidence of the positive influence of the PTP model (Evans et al., 1998, p. 269). The model of the course was the following: “knowledge of self plus knowledge of others plus knowledge of the environment plus skill development equals effective peer counseling” (Evans et al., 1998, p. 269). The consideration of the formula inspires positive reaction since the model includes all necessary segments of effective educational process. This model is universal and can be applied to almost every course in different educational establishments with just minor alterations. The consideration of the theoretical basis of the educational situation seems to be important, taking into account the focus of the present work. Complex application of the developmental theories promises nontrivial results. Psychological theories are useful for the solution of identity issues, while cognitive-structural theories are necessary to establish the balance between challenge and support of the students that will optimize the educational process. Finally, Typology theories can provide basis for analysis of the similarities and differences that are of great importance for this educational situation (Evans et al., 1998, p. 270). The latter theory may be used for the analysis of person-environment fit issues; for instance, the application of Erickson’s theory can provide the reasons for the particular behavior of a student due to their belonging to certain stages defined by the psychologist. The application of this theory with medical students can be especially productive due to specificity of their education. Taking into account all eight steps of the instructor’s approach analyzed by the authors, it is possible to state that his alterations of the counseling course, the application of the PTP model, has proved to be reasonable and productive. If the model helped to understand the goals and concerns of the course better, then its application can be justified and the instructor’s example can be followed. The next important idea, uttered by Evans et al. (1998) is that “student learning and student development are the same” (p. 272). In fact, the same idea was suggested by us in the introduction of the present work. The synonymy of the notions “learning” and “development” is evident. If so, the application of development theories is very useful since they incorporate both notions. This is why the information presented in “Enhancement of Student Learning and Personal Development Goals” is reasonable and should be approved. It is necessary to formulate the goals of every activity, without this it is senseless. This is why psychological and cognitive-structural theories can be of great use for enhancement of learning. Typology theories can provide effective flow of educational process that will meet the goals delineated by other two theories. This idea can be found in the chapter under analysis. The application of this theory can be especially effective for medical students since personality differences are of great importance in the field. Finally, on considering the positive impact of the developmental theories, the negative aspect should be tackled. The authors stress narrowness of the theories in terms of their generalization of individuals and environment (Evans et al., 1998, p. 283). This is really so, and it is necessary to improve the theories to eradicate this limitation. Cultural and territorial issues should also be taken into account. Finally, the process of development should be considered as smooth and persistent as this is its necessary quality. On the whole, it is necessary to widen the audience for the application of the theories and to improve its technical side, which is the instrument used. All these limitations of the theoretical basis are covered by Evans et al. (1998, pp. 283-284). Drawing a conclusion, it is necessary to state that the application of the development theories in educational process is not only reasonable but also indispensable. The can help to improve educational system and process. Theoretical basis can provide effective strategies of action for instructors. The application of the theories will facilitate student learning and development. However, the theories are far from being ideal and it is necessary to improve them. All these ideas are presented by Evans et al. and their analysis of the developmental theories is great contribution to the theoretical basis of higher education. Reference List Evans, N.J., Forney, D.S., & Guido F.M. (1998). Student Development in College: Theory, Research, and Practice. San Francisco: Jossey-Bass Publishers. Komives, S.R., and Woodward, D. (2003). Student Services: A Handbook for the Profession. San Francisco: John Wiley and Sons. Student Development Theory. Retrieved December 14, 2009, from Copyright 2010. <http://www.ResLifePro.com>
Related Articles -
mind, student, development, theory, educational situation, analysis, focus, positive impact, technical side, enhancement, learning,
|
