Proposal Title

Examining the Use of a Collaborative Reflection Model as a Means for Facilitating Increased Student Awareness, Dialogue, and Self-Analysis of Psychosocial Development

Proposal Abstract

The college experience creates opportunities for students to not only increase their academic capacities but to also experience accelerated growth across multiple areas of psychosocial development. Until recently, theory and research regarding college student psychosocial development lacked an understanding of this process as examined through the self-analytical lens of the individual student. Evidence from the presenter’s qualitative narrative inquiry research examining psychosocial development as self-reported by four recent education doctoral recipients provided grounded theory for the design of a collaborative reflection model that encourages developmental growth through increased consideration. The specific focus of this interactive presentation is designed to provide participants with a basic understanding of college student psychosocial development theory and an opportunity to authentically engage in the collaborative reflection model process. Appreciation of the learning gained through this experience is expected to advance participants’ interest in examining effective teaching practices and course objectives designed to facilitate college student psychosocial developmental awareness and incorporate increased opportunities for dialogue and self-analysis associated with learning outcomes.

Location

Room 1002

Publication Type and Release Option

Presentation (Open Access)

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Mar 27th, 9:00 AM Mar 27th, 9:45 AM

Examining the Use of a Collaborative Reflection Model as a Means for Facilitating Increased Student Awareness, Dialogue, and Self-Analysis of Psychosocial Development

Room 1002

The college experience creates opportunities for students to not only increase their academic capacities but to also experience accelerated growth across multiple areas of psychosocial development. Until recently, theory and research regarding college student psychosocial development lacked an understanding of this process as examined through the self-analytical lens of the individual student. Evidence from the presenter’s qualitative narrative inquiry research examining psychosocial development as self-reported by four recent education doctoral recipients provided grounded theory for the design of a collaborative reflection model that encourages developmental growth through increased consideration. The specific focus of this interactive presentation is designed to provide participants with a basic understanding of college student psychosocial development theory and an opportunity to authentically engage in the collaborative reflection model process. Appreciation of the learning gained through this experience is expected to advance participants’ interest in examining effective teaching practices and course objectives designed to facilitate college student psychosocial developmental awareness and incorporate increased opportunities for dialogue and self-analysis associated with learning outcomes.