Examining the Use of a Collaborative Reflection Model as a Means for Facilitating Increased Student Awareness, Dialogue, and Self-Analysis of Psychosocial Development
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
Recommended Citation
Tessmer-Swartzentruber, Kimberly K., "Examining the Use of a Collaborative Reflection Model as a Means for Facilitating Increased Student Awareness, Dialogue, and Self-Analysis of Psychosocial Development" (2014). SoTL Commons Conference. 64.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/64
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.
