Meaning Making and the Collegiate Experienceorthodoxcamps.org/assets/files/Conference16... ·...
Transcript of Meaning Making and the Collegiate Experienceorthodoxcamps.org/assets/files/Conference16... ·...
MeaningMakingandtheCollegiateExperience
SevenVectorsIden.fied� DevelopingCompetence� ManagingEmotions� MovingthroughAutonomytowardInterdependence� DevelopingMatureInterpersonalRelationships� EstablishingIdentity� DevelopingPurpose� DevelopingIntegrity
DevelopingCompetence� ThreetypesofCompetence
� IntellectualCompetence� PhysicalandManualCompetence� InterpersonalCompetence
IntellectualCompetence� Specifically,intellectualcompetenceistheskillofusingone’smind—studentcanmoreeasilymastercontent,gainintellectualsophistication,andbuildskillsthathelpincomprehensionandanalyzing.Chickeringnotesthatcollegesanduniversitieswhoutilizehistheoryintheirownprogramsshouldconsiderthatintellectualcompetenceisnotsimplypassingtestsortheabilitytomemorizefacts.
PhysicalandManualCompetence� Physicalandmanualcompetencearedevelopedandgeneratedthroughathletic,artistic,andothertangibleactivities.Growthcanbeobservedinstrength,fitness,andself-discipline.Theemotionofcompetitionandpursuitofapprovalandcriticismbecomeapartofthestudents’identityastheseactivitiesare“anavocationaroundwhichmuchoflifeisorganized.
InterpersonalCompetence� Finally,interpersonalcompetenceischaracterizedbystudents’skillsingroupworkandsettings.Developmentcanbeseenintheirabilitytolisten,cooperate,andcommunicate,aswellas“worksmoothlywithagroup,facilitateother’scommunication,addtotheoveralldirectionoftheconversationratherthangooffontangents,andbesensitiveandempatheticwithothers.”
ManagingEmo.ons� Inthisvector,studentsbecomemoreawareoftheiremotions.Awarenessofemotions“increaseswhenstudentslearntoidentifyandacceptfeelingsasnormalreactionstolifeexperience[and]whentheycanunderstandandamendoutdatedassumptionsthatamplifynegativefeelings”
ManagingEmo.ons,con’t.� Themostimportantaspectofthisvectorandthestudents’movementthroughdevelopmentistheirabilitytorespondappropriatelytotheemotionsthatmayfacethem.Emotionslikefear,anxiety,angerleadingtowardaggression,depression,guilt,shame,care,optimism,andinspirationareallemotionsthatcanbecommonincollegestudents’experiencesanddevelopmentthroughtheircollegeyears.
MovingthroughAutonomytowardInterdependence� Collegestudents’movementthroughautonomytowardinterdependenceconsistsof:� emotionalandinstrumentalindependence� recognitionandacceptanceofinterdependence
Emo.onalandInstrumentalindependence� Emotionalindependenceischaracterizedbyamovementawayfromreassurance,affection,andapprovalfromparents,peers,andothersocialgroups.Studentsinthisvectorarewillingto“risklossoffriendsorstatusinordertopursuestronginterestsorstandonconvictions”.
� Instrumentalindependenceincludesanincreasedabilitytobeself-sufficientandtoleaveoneplaceandbesuccessfulinanother.Studentsbecomeimprovedcriticalthinkersandarebetteratputtingthesethoughtsintoaction.
Recognition and Acceptance of Interdependence
� Recognitionandacceptanceofinterdependenceoccurswhenstudents“learnlessonsaboutreciprocity,compromise,[and]sacrifice.”
� Here,“theneedtobeindependentandthelongingforinclusionbecomebetterbalanced[and]hardlessonsbringtheacceptanceofthosethingsthatcannotbechanged”.
� Selfsufficiencybecomesthemostimportantaspectandfeatureofthisvector.
DevelopingMatureInterpersonalRela.onships� maturerelationshipsarecharacterizedby“toleranceandappreciationofdifferencesandcapacityforintimacy”.Bothoftheseaspectsofrelationshipsrequirethestudenttoacceptindividualsforwhotheyare,appreciatedifferences,bridgegaps,andbeobjective.Aheightenedsenseofappreciationforcommunityandculturaldiversitycanalsobeobservedinthisvector.
� Anincreasedsenseofintimacyinrelationshipsallowsstudentstomakelastingcommitmentsgroundedinhonestyandresponsiveness.Amovementawayfrom“toomuchdependenceortoomuchdominancetowardaninterdependencebetweenequals”becomesthenorminbothfriendlyandromanticrelationships.Deeperconnectionsdevelopbetweenindividualsinthisvector.
EstablishingIden.ty� The“EstablishingIdentity”vectorisdependentontheexperienceinthevectorsthatcomebeforeit—thecompetencies,emotions,confidenceinone’sindependence,andrelationshipsallfactorintoidentitydevelopment.
� Simply,identitydevelopmentis“likeassemblingajigsawpuzzleorremodelingahouse”
EstablishingIden.ty,con’t.� ThereareseveralcharacteristicsofEstablishingIdentity,whichinclude:� comfortwithbodyandappearance,� comfortwithgenderandsexualorientation,� senseofselfinsocial,historical,andculturalcontexts,� clarificationofself-conceptthroughrolesandlife-style,� senseofselfinresponsetofeedbackfromvaluedothers,
� self-acceptanceandself-esteem,and� personalstabilityandintegration
EstablishingIden.ty,con’t.� Otheraspectsofdevelopmentinvolvedinestablishingidentityinclude:� anincreasedawarenessoffamilialandreligiousconnections,
� aswellasasenseofhowoneisevaluatedbyothers,and� establishingrolesathomeandatwork.
� Students’maturationanddevelopmentthroughthisvector“leadstoaclarityandstability…forthiscoreselfascapable,familiar,worthwhile.”
DevelopingPurpose� Afterclarifyingaspectsofdevelopmentlikeidentity,studentsthenattempttodetermine“whotheywanttobe.”
� Althoughpurposecansometimesbeconfusedwithfindingagoodjoborbeingfinanciallysuccessfulaftercollege,developingpurposereally“entailsanincreasingabilitytobeintentional,toassessinterestsandoptions,toclarifygoals,topersistdespiteobstacles,andtomakeplans.”
DevelopingPurpose,con’t.� Someoftheseplansinclude:
� generatingvocationalplansandaspirations,personalinterests,and
� interpersonalandfamilycommitments� —whilestillbeingfocusedonthebiggerpicture.� Inthisvector,studentsdiscoverwhattheylovetodoandattempttofollowthroughonthosejobsandinterests,eveniftheydon’tpaythebills.
� Asthestudentcontinuestodevelopalongthecontinuum,life-styleandfamilyconsiderationsalsobecomeafactorindecisionsandgoalsetting.
DevelopingIntegrity� Incollege,studentstendtoexperienceachangeintheirvaluesystemanddeveloptheirownsetofvaluesandinterests.
� Theymoveawayfromthedogmaticbeliefstheymayhavegrownupwith.
� Thisvectorconsistsofthreedifferentstages:� humanizingvalues,� personalizingvalues,and� developingcongruence
HumanizingandPersonalizingValues� Humanizingvaluesincorporatesstudentsbalancing“self-interestswiththeinterestsof[their]fellowhumanbeings.”
� Personalizingthesevaluesinvolvesconfirmingcorevaluesandbeliefsthroughone’sexperiencewhilerespectingotheropinionsandpointsofview.
Developing Congruence � Developingcongruenceoccurswhenstudents’behaviorbecomesconsistentwiththevaluesandbeliefstheyhold(pp.51,237).
� Inessence,“DevelopingIntegrity”surroundsstudents’recognitionthattheirvaluesandbeliefshaveimplicationsintheiractions.
ChickeringandReisser’s(1993)bookdetailingtheSevenVectorsofIden.tyDevelopmenthttp://edld579douglasopensource.tumblr.com/AccessedNovember13,2012TheRev.Dr.StevenVoytovich