Educación

Student Development in College: Theory, Research, and Practice, Second Edition by Nancy J. Evans, Deanna S. Forney, Florence M. Guido, Kristen A. Renn, Lori D. Patton Transition Guide

Major Changes to the Second Edition Reorganization of theories to better align with current literature Inclusion of new integrative theories of student development Expanded coverage of social identity theoriesTighter focus on higher education-related research Updated review of student development research and application Decreased emphasis on assessment methods Reconceptualization of typology theories as a way to understand individual differences

Part One: Understanding and Using Student Development Theory In Part One, the authors introduce a new scenario that is developed in the part introductionsthroughout the book. This scenario provides continuity and helps to demonstrate how each part of the book builds on previous parts.

Chapter 1: Definitions and Historical Roots of Student Development This chapter previews the new organizational approach used in the book, briefly introducing major foundational theories, integrative approaches, and social identity theories. The authors also mentionimportant specialized theories that there was not space to cover in the book.

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Finally, the section on the influence of paradigms has been revised and updated to make it clearer and more meaningful to readers.

Chapter 2: Using Student Development Theory The theory-to-practice models that previously appeared in this chapter now appear in Chapter 19 to provide a stronger connection to thescenarios presented in that chapter. In turn, the authors discuss topics that previously appeared in the two concluding chapters—the benefits and challenges of using theory, and the responsible use of theory—in this earlier chapter to provide a stronger warrant for the use of theories presented in the book. In addition to looking at environmental factors influencing development, they alsoconsider individual differences that influence development, discussing the typology theories of John Holland and Isabel Myers, which previously appeared in individual chapters. Reflecting current work, a section on thinking holistically about student development has been added. The chapter concludes with a response to critics of student development theory, which was moved from the final section of theprevious concluding chapter because of the importance of addressing this issue early in the book.

Part Two: Foundational Theories In this section the authors introduce the foundational theories of student development, representing the psychosocial, cognitive-structural, and learning style approaches that comprised most of the first edition. Because many new theories and approaches are included inlater sections of the book, some foundational theories that were given individual chapters in the last edition now appear in chapters covering multiple theories. Exceptions are the theories of Arthur

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Chickering, William Perry, and David Kolb, each of which is still extensively used and often referred to in student affairs and educational practice.

Chapter 3: Psychosocial IdentityDevelopment This new chapter includes Erik Erikson’s and James Maria’s theories, which appeared in the psychosocial part introduction in the first edition, along with Ruthellen Josselson’s theory, which was previously given its own chapter. An expanded discussion of Erikson’s and Maria’s theories and related research are included because they have provided a foundation for much of the work currentlybeing done on social identity, which is reviewed later in the book. Josselson’s theory is updated, with greater attention to her follow-up research, which appeared in her book, Revising Herself.

Chapter 4: Chickering’s Theory of Identity Development In discussing Chickering’s theory in this chapter the authors emphasize the revised 1993 version, developed in collaboration with Linda Reisser....