Hill Capstone Lo2 1

LO2
HESA 598 - Issues in Adult and Higher Education Capstone
Northern Illinois University
Spring 2021
Jayla Hill
The second of the 5 learning objectives for NIU’s HESA program deals directly with
college student development theories. These learning theories vary in content relating to the
various aspects of the higher education experience, including notions such as meaning making,
identity building, conception of belonging, as well as career readiness to name a few. With such
vast histories to these beliefs, they serve as a solid foundation to one’s professional stockpile
providing contextual information to student concerns or issues. They also show how identity
plays an important role in every step of a theoretical process. This text aims to explore both their
benefits and limitations as it pertains to being a student affairs practitioner.
College Student Development
Within my time in the program, we have explored theories that expand upon the scope of
student life and all the complexities it includes. For instance, we examined Chicericking’s
Theory of Identity Development which includes seven vectors of development (Chickering and
Reisser., 1993). This theory alone delved into the importance of understanding how much
identity interacts with one's surrounding circumstances, especially as one attempts to obtain a
higher education degree. Each vector covers nuances ranging from emotional
intelligence/management, to purpose and goal setting. For example, the third vector looks to
move through autonomy toward interdependence, increasing one's emotional freedom to
embrace different aspects of their experiences (Chickering and Reisser., 1993). This theory helps
professionals engage with their students by providing a basis in things they may experience.
While it is important to note that these theories are not to be molded into the experience or
specifications of every student, they do help give way towards common factors students face.
Psychosocial Development
As it relates to the practice of directly applying theory to practice, the challenge abound
in the outliers of student experiences. They are helpful in practices such as training for example.
In my time working as a graduate assistant hall director, I have hosted identity trainings that
draw directly from the teachings of certain theories. For instance, in working with the Theory of
Self Authorship by Baxter Magolda, I created a training for our community advisors where we
conversed about basic identifying attributes, and proceeded to pick traits that we most identify
with. From there we discussed those traits and how we essentially see ourselves as members (and
leaders) of a greater community. Having that basis of how students define themselves as it relates
to their experience on campus definitely helps create programming and other initiatives that can
be helpful in the rest of their development. Another context in which theories are directly
applicable to student affairs practitioners, is in evaluation. Because they offer such a solid
context for more common student issues and themes, they allow for footing on assessment. We
can use those very themes to measure the effectiveness of our general programming. Theories
provide for overall excellent contexts to training and other educational presentations.
Limitations of Theoretical Practice
While it is important to have a professional basis that is rich with theoretical evidence, it
is also crucial to know their limitations. Each theory we have interacted with throughout my time
in the HESA program has offered a unique perspective into issues future employers of mine will
(if not already) have. However, these theories should never be used as a blanket solution for
every students. Students may follow pieces of one theory, and none of another. They are truly
subject to the identity a student holds. Each individual student should be given care and
resources unique to them and their needs. There are many instances of this approach not always
being relevant or helpful to a student. Even in being a paraprofessional, I’ve found it at times
overwhelming to engage with the theories as much as they did not help address certain systemic
issues my students often faced. There are several examples of colleges having systems of
oppression in place that student development theories do not tap into. This is a pertinent part to
students of marginalized identity development, especially.
Conclusive Application to Practice
To conclude, following a theory to practice model offers many benefits. It provides a
contextual basis to basic student development and interaction with campus life and to obtain their
academic goals. It also provides an excellent grounding for training and educational
opportunities with students and student staff members. Theories offer these groundings but they
are not to be used as a cookie-cutter solution to every student's needs. We can take them into
many productive facets of the roles within higher education.

References
Komives, S., Longerbeam, S., Owen, J., Mainella, F. and Osteen, L., 2006. A Leadership
Identity Development Model: Applications from a Grounded Theory. Journal of College Student
Development, 47(4), pp.401-418.

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LO2

HESA 598 - Issues in Adult and Higher Education Capstone

Northern Illinois University

benefits and limitations as it pertains to being a student affairs practitioner.

College Student Development

move through autonomy toward interdependence, increasing one's emotional freedom to

Limitations of Theoretical Practice

students of marginalized identity development, especially.

Conclusive Application to Practice

To conclude, following a theory to practice model offers many benefits. It provides a

many productive facets of the roles within higher education.

Development, 47(4), pp.401-418.

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