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.
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.
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?
Patricia M. King is professor emerita in the Center for the Study of Higher and Postsecondary Education at the University of Michigan, USA.
Rosemary J. Perez is associate professor in the Center for the Study of Higher and Postsecondary Education at the University of Michigan, USA.
James P. Barber is professor of education and senior associate dean for academic programs at William & Mary, USA.
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