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Student Development: Looking Back, Looking Forward

This document reviews co-curricular religious life and programming at the University of Indianapolis (UIndy) from a student development perspective, concentrating on theoretical frameworks and practical applications. Key discussions include Erikson's stages of development, Chickering & Reisser's identity formation, and Fowler's faith development stages. The review addresses how UIndy's student body is engaging in spiritual growth and interfaith dialogue. It also explores the inclusivity and effectiveness of co-curricular activities, reflecting on past achievements and future objectives.

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Student Development: Looking Back, Looking Forward

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  1. Student Development: Looking Back, Looking Forward Fall 2009 review of (co-curricular) religious life and programming at UIndy Dan Stoker Nov. 18, 2009

  2. Session Outline • Student Development Theory: A Thumbnail Sketch • UIndy student discussion • EIP Co-Curricular Activities discussion

  3. Student Development Theory • Psycho-Social models • Erikson • Chickering & Reisser • Identity Development models • Cognitive models • Piaget • Perry • Kohlberg • Gilligan • Faith & Spirituality • Fowler • Parks

  4. Chickering & Reisser • Achieving competence • Managing emotions • Moving through autonomy toward interdependence • Developing mature interpersonal relationships • Establishing identity • Developing purpose • Developing integrity

  5. Faith & Spiritual Development • Fowler • Meaning making as a spiritual & cognitive process • Hierarchical stages • Parks • Stages of faith development influenced by forms of knowing, dependence, and community • “Adolescent or Conventional”, “Young Adult”, “Test Adult”, and “Mature Adult” Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students (Vol. 2). San Francisco: Jossey-Bass.

  6. UIndy Students • How are we, as a campus, fostering individual spiritual development? • How are our students developing (exploring) a greater understanding of their own faith? • How is this being demonstrated or practiced? • Student Organizations? • Lantz Center for Christian Vocations • How are our students engaging in interfaith understanding and/or dialogue?

  7. EIP Co-Curricular Activities • Are the programs or services affecting a broad spectrum of students, although available to all, or are they focused primarily for a core group?

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