Chickering and reisser 7 vectors
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การสร้างอัตลักษณ์แห่งตน : แนวคิด 7 ด้านของ Arthur W. Chickering and Linda Reisser. ในปี ค.ศ.1969 ซิกเกอริ่ง (Arthur W. Chickering)
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The P-T-P Model: Practice-to-Theory-to-Practice Project. First Generation Students . Transferring . from a . California Community College . to . California State University Fullerton
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As Chickering and Reisser’s vectors of development explain, students are working on developing their competencies, managing emotions, establishing identity, and developing purpose and integrity during their learning on campus (Evans, 2011).
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I chose Chickering and Reisser’s, “Seven Vectors,” to highlight the psychosocial development of students who work off campus because of the depth in which the vectors have been constructed and its popularity within psychosocial student development. Because of the predominately-Caucasian demographics in the original study, other theorist ...
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In a very clear and concise definition, change agents are people who act as a catalyst for change (Couros, 2013). Similarly, change agents are described as “vehicles for the momentum of change and stimulate organizational transformation” (Dupoux-Couturier, Quasnik, Redelsperger, & …
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For each vector, Chickering and Reisser provided examples of students’ own words (Evans, Forney, Guido, Patton, and Renn, 2010, p. 67). As discussed in class, Chickering and Reisser do not believe that development happens in stages, that is why they created the Seven Vectors.
Lacey Squier Voice Project: Chickering & Reisser's 7 Vectors of Dev…
In examining my own development before, during, and after college and that of my student, Evelyn, I have used Chickering’s seven vectors (Chickering & Reisser, 1993) as a framework to assist in presenting a comprehensive view. Theories of identity development will be referred to when pertinent to a particular vector. developing competence
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Using Jarvis’ (2006) three learning areas as a framework for creating interventions, an integration of Chickering and Reisser’s (1993) seven vectors of psychosocial development would ensure that the content of the interventions will focus on holistic development of the Shanghai cohort while at CSUF.
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First, and foremost, there is Chickering and Reisser’s (1993) theory of Identity development. Specifically drawing upon vector 1: developing competence, and vector 2: managing emotions, it is clear that how I handled myself in the face of racist remarks and questions displayed my developmental process.
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As an example of psychosocial development theory, Chickering and Reisser’s (1993) seven vectors of identity development are particularly pertinent to college student development, specifically the first six stages: trust vs. mistrust, autonomy vs. shame and doubt, initiative vs. guilt, industry vs. role confusion, and intimacy vs. isolation.
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