Showcasing a diversity of programs and services across institutional types, this book demonstrates how professionals can use psychosocial, social identity, and cognitive-structural development theory in their work, how assessment is conducted, and what is being learned about the complexities of applying human development theories in holistic ways.
Showcasing a diversity of programs and services across institutional types, this book demonstrates how professionals can use psychosocial, social identity, and cognitive-structural development theory in their work, how assessment is conducted, and what is being learned about the complexities of applying human development theories in holistic ways.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Contents Foreword: It is not Magic Susan R. Komives Preface List of Figures and Tables Chapter 1, Introduction: Developmental Theories as Exemplar Programming Guides Katie Branch and Monique N. Golden Part I, Who Am I? Psychosocial and Social Identity Development Christine M. Wilson Chapter 2, A Pre-Orientation Retreat to Increase Retention and Develop Competence Kelly Carter Merrill Chapter 3, An Identity Development and Support Initiative for Black Men Jonathan A. McElderry, Jordan Williams, Marcus Mayes, Donald D. Gilliam, and Curtis Taylor, Jr. Chapter 4, Relationship Building as a Pathway to Cross Cultural Awareness Jennifer A. Blair and Gordon S. Louie Chapter 5, A Student Organization for First Generation Students Sarah E. Schoper, Emily N. Davidson, and Christine Nguyen Part II, How Do I Make Meaning? Cognitive Development Christine M. Wilson Chapter 6, Ethical and Moral Reasoning Development Across Campus Anna Randolph Lehnen and Lori K. Pyle Chapter 7, Promoting Self-Authorship Using Individualized Accountability Plans Erik Sorensen and Elizabeth K. Walsh Chapter 8, Self-Authorship and Critical Praxis with Student Staff Chelsea Fullerton and Scott Burden Part III, Influences on Development Christine M. Wilson Chapter 9, Supporting Transitions from a Community College to a 4-Year Institution Sharee L. Myricks, Amber DePree, and Julie M. Landaw Chapter 10, Fostering Engagement with Social Justice through Experiential Learning B. Ashley Staples, Ben Jones, and Vanessa Perez Chapter 11, Theory-in-Use Core Concepts: Perspectives from Scholarly Practitioners Katie Branch with Jeanne S. Hart-Steffes Contributor BIos Index
Contents Foreword: It is not Magic Susan R. Komives Preface List of Figures and Tables Chapter 1, Introduction: Developmental Theories as Exemplar Programming Guides Katie Branch and Monique N. Golden Part I, Who Am I? Psychosocial and Social Identity Development Christine M. Wilson Chapter 2, A Pre-Orientation Retreat to Increase Retention and Develop Competence Kelly Carter Merrill Chapter 3, An Identity Development and Support Initiative for Black Men Jonathan A. McElderry, Jordan Williams, Marcus Mayes, Donald D. Gilliam, and Curtis Taylor, Jr. Chapter 4, Relationship Building as a Pathway to Cross Cultural Awareness Jennifer A. Blair and Gordon S. Louie Chapter 5, A Student Organization for First Generation Students Sarah E. Schoper, Emily N. Davidson, and Christine Nguyen Part II, How Do I Make Meaning? Cognitive Development Christine M. Wilson Chapter 6, Ethical and Moral Reasoning Development Across Campus Anna Randolph Lehnen and Lori K. Pyle Chapter 7, Promoting Self-Authorship Using Individualized Accountability Plans Erik Sorensen and Elizabeth K. Walsh Chapter 8, Self-Authorship and Critical Praxis with Student Staff Chelsea Fullerton and Scott Burden Part III, Influences on Development Christine M. Wilson Chapter 9, Supporting Transitions from a Community College to a 4-Year Institution Sharee L. Myricks, Amber DePree, and Julie M. Landaw Chapter 10, Fostering Engagement with Social Justice through Experiential Learning B. Ashley Staples, Ben Jones, and Vanessa Perez Chapter 11, Theory-in-Use Core Concepts: Perspectives from Scholarly Practitioners Katie Branch with Jeanne S. Hart-Steffes Contributor BIos Index
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