Summarizes William Perry's intellectual scheme and places it in the context of the 1990's. Perry's scheme of cognitive development, though more than thirty years old, is still being used by practitioners today to enhance practice in and out of the classroom. It laid a foundation for new research to extend, challenge, and build onto the scheme.…

Describes Belenky, Clinchy, Goldberger, and Tarule's research on cognitive development of women. This research represents a bridge and a connection between the formal research on cognitive development and the more anecdotal treatises on issues of teaching, learning, and the knowledge inherent in the role of mother and maternal thinking.…

King and Kitchener's model delineates seven consistent patterns that describe how people approach complex issues and defend what they believe. A wide variety of interactions with students can be used to foster reflective thinking in college students. Student affairs professionals' challenge is to stimulate students to ask more complex questions…

Considers where theories of spiritual development fit into the constellation of student development theories. Highlights the work of Sharon Daloz Parks to reinforce the relationship of spiritually related developmental theories and traditional ones, especially the cognitive-structural. (Contains 12 references.) (GCP)

Baxter Magolda's model emphasizes the importance of the patterns of knowing used by students, and how important those patterns are to the creation of learning environments that empower students both in and out of the classroom. This model can help student affairs educators create these kinds of learning environments. (Author/MKA)

Examines how college students typically make a spiritual quest in their learning and development in college and how their spirituality influences expectations and preparation for work and community life beyond college. (Contains 11 references.) (GCP)

This chapter discusses the role of external partnerships in student development and learning outcomes assessment in the context of results from a national survey of senior student affairs officers. (Contains 35 references.) (Author)

Synthesizes six theories of cognitive development in college students, provides a method for intentional informal assessment, and presents information on applying cognitive development theory in practice. Warns that cognitive development alone will not fully illuminate or adequately explain the developmental journey of college students as their…

Provides an overview of the research linking cognitive development in college students to interpersonal, cultural, and emotional factors. Interpersonal and cultural influences appear to be external; they can be positive or negative. Affective states, or emotions, are internal factors that can either enhance or inhibit cognitive development.…

States that student affairs administrators must choose wisely between increasing reliance on legal minimalism and a more reflective judgment model that can evolve toward a model of unified practice balancing policy and law with developmentally appropriate practices. Offers recommendations concerning the future of student affairs. (Author/MKA)

Greek-letter organizations can and should be vehicles for their members' ethical development. If fraternities and sororities examine the ethical challenges they face, they can enhance their contribution to the campus learning community. (Author)

Psychosocial student development theory based on predominately white student populations may not be appropriate for Asian American students. The authors propose a new model of psychosocial development for Asian American students that takes racial identity and external influences into account. (Contains 49 references.) (Author)

Kegan's theory consists of five orders of consciousness that represent principles of mental organization affecting the way we think, feel, and relate to ourselves and others. Key concepts and strategies with substantial promise for student affairs practice include coaching, holding environments, and bridge building. (Author/MKA)

The traditional place of college authority has shifted and with it the place of student development theories in dealing with student conduct. Suggests that rather than stepping away, administrators of student policies need to address the life and learning experiences that lead to ethical and moral outcomes. (Author/MKA)

Policies and procedures focusing on students as learners and as agents of their own development should be considered as a new framework for student affairs professionals. Explores the contradictions faced by student affairs professionals and suggests a model for facilitating development of individuals, groups, and the community. (MKA)