1. SONIA DÁVILA-COSME

2.  Familiarize staff and faculty with Student
Development Theory.
 Present the importance, history, and
utility of these theories.
 Establish the differences among college
and adult age groups.
 Know how to apply Student
Development Theory to hypothetical
situations.

3.  Development is a
process in which
individuals expand
their capacities and
present a growth in
abilities and
knowledge. This
growth is based on
experiences and can
be psychological,
social and
intellectual.

4.  According to
Piaget and Erikson
human
development can
be divided in
stages or periods.
 Erik H. Erikson
present those
periods in eight
stages (Harder,
2009).

5.  Student Development
Theory (SDT)are a set of
diverse theories that try to
explain the way students
develop, grow and mature
during the years they are
enrolled in a higher
education institution (Evans,
Forney and Guido-DiBrito,
1998).

6. Foundational Theories of student
development began in the early 1960s.
Some of the precursors in the area were:
 Nevitt Sanford
 Douglas Heath
 Roy Heath
 Kenneth Feldman and Theodore
Newcomb

7.  Ortiz (1995) and Evans et al. (1998)
present that knowing Student
Development Theories can help higher
education personnel (staff, faculty, and
administrators) to provide better
programs and services based on student
diversity and particularities.

8.  Psychosocial Theories
 Cognitive-structural
Theories
 Moral development
theories
 Typology and adult
development theories
 Identity development
theories

9.  Erik Erikson
 Arthur Chickering
 Arthur Chickering &
Linda Reisser

10.  Jean Piaget
 William G. Perry, Jr.

11.  Lawrence Kohlberg
 Carol Gilligan
 There are gender
differences among
the two theories

12.  Myers-Briggs Type
Indicator (Personality type
theory). Developed by
Katherine Cook Briggs and
her daughter, Isabel Briggs
Myers
 John Holland’s Career
Development Theory
 David Kolb’s Experiential
Learning Theory

13.  Racial and Ethnic Identity
Development
-Cross model of Psychological
Nigrescence
-Helm’s Model of White Identity
-Phinney’s Model of Ethnic Identity
 Gay, Lesbian, and Bisexual
Identity Development
-Cass’s Model of Homosexual
Identity Formation
-D’Augelli’s Model of Lesbian, Gay,
and Bisexual Development

14.  The quantity of theories and models
could be overwhelming.
 All theories have its limitations and can
not be applied to every population or
setting.
 They should be used to empower
students, not to diagnose or tell them
what to do.

15. When applying student development theories
professionals should observe the following
steps:
 Study and familiarize with diverse
developmental models and typologies.
 Identify the issues or problems presented by
the student.
 Select and apply the theories that relate to
the issue and take decisions to improve
services and environmental conditions.

16.  Michelle was recently admitted to the
university. Her mother wants her to study
physics because Michelle is very good at
that, she has excellent grades and the
opportunity to apply for a science
scholarship. She also likes to paint and
everybody tells her that she has talent.
Michelle is not sure about her career
choices. She does not want to disappoint
her mother nor want to give up on painting
because she loves it.

17. 1) Identify the issues or problems presented by the
student.
-the student is not sure about her career choices
-the student has identified her abilities and preferences
-the student feel guilty and does not want to disappoint her mother
2) Apply the theories that relate to the issue and take
decisions to improve services and environmental
conditions.
-Personality Type Theory/Career Development Theory/Gillian Theory
of Moral Development
-The institution can help Michelle providing her advising and
counseling services to deal with her sentiments of guilt and family
situation. They also could offer orientation services that will help her
take well informed decisions regarding her career choices and
future.

18. Is essential to recognize:
 Diversity (culture, ethnicity, gender).
 Individuality (personality, preferences,
learning styles).
 Environment (experiences, campus
climate, curricular and
extracurricular activities).

19. Is also important
to recognize that
everyone in the
institution is a
teacher (Ruben,
2004).

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