Running head: BRYANT STORY

Bryant Story: College Growth and Beyond Kelly Bryant University of St. Thomas December 2012

BRYANT STORY Bryant Story: College Growth and Beyond The connection between my development in college in relation to student development

theories illustrates the overall importance of growth in college. I describe my college experience in part one, my own theory as a college student in part two, and how my theory and story relates to other theories in part three. Finally in part four, I connect my theory with a particular scenario in helping a college student overcome certain obstacles through the developmental intervention model (Evans, Forney, Guido, Patton, & Renn, 2010). These four parts will show my development before, during, and after my college experience and the significance of my career in student affairs through working with college students. Bryant Story: Part I The story of my development throughout college begins before the start of my college experience, giving an overview of specific points leading to my college years. I then delve into specific events and decisions key to my growth in college. These events and decisions had a significant impact on my development. The Beginning I was born on October 17, 1987, in La Crosse, Wisconsin, to Sharon and Jeff Bryant. I am the eldest of two children. Until leaving for college, I lived in La Crosse my entire life. My mother is an occupational therapist and works in the eye department at Gunderson Lutheran Hospital in La Crosse. My Dad is an accountant and controller, and recently started working at a company called Main Street Ingredients. My sister, Lauren, is in her last year at the University of Wisconsin-Eau Claire. My parents have always had a big impact on my education. Both have their masters degrees. My Mom has her masters in recreational therapy and my Dad in business

BRYANT STORY administration. My Mom also went back to school to receive her second bachelors degree in occupational therapy from St. Catherine University, then known as the College of St. Catherine. She chose to earn a second bachelors because she wanted to go into a different field. When I was still in elementary school she drove up to Saint Paul and took classes every other weekend for two years. Having her leave every other weekend was hard for me, but as I grew older, I

realized the importance of her decision to go back to school. She received her second bachelors when I was 10 years old. Working hard has always been very important to me. Ever since I can remember, Ive worked long hours both in school and my jobs. In middle school and high school, I worked many hours each night in order to finish class work. Working hard has always given me confidence I will accomplish whatever I set out to do. Although I received excellent grades, I never got very involved with extracurricular activities. I worked especially hard in high school because I had to ensure I got into college. Because both of my parents went to college and graduate school, I could not stand the thought of not attending a college or university the year after my senior year of high school. University of Wisconsin-River Falls Finally on my own. I remember when I first found out I was accepted to college. One day I came home and checked my e-mail. There was a message from the University of Wisconsin-River Falls a few weeks after I had sent in my application. I took a deep breath and clicked on the message. It was my acceptance letter. The previous year, I spent many weekends looking at and touring several universities. I remember how much I enjoyed the UW-River Falls tour. I liked the small town setting that was

BRYANT STORY also so close to the Twin Cities. I had toured the University of Minnesota campus, and was overwhelmed with the size and location. River Falls was a good fit for me. I mainly applied to UW-River Falls because I wanted to major in journalism. Ive always loved to write, so it seemed like a good match. As I continued to read through the acceptance letter, I remember how happy I was that I now had a plan for the next chapter in my life. The day I moved into Crabtree Hall, it was extremely hot. I lived on the third floor with

no elevator, which made it even worse. I also tend to be a heavy packer. On that first day, I met my roommate, Heidi. She was the perfect roommate, always considerate of my feelings. Living with someone else was one of the biggest things I had dreaded, so it was a relief to have Heidi as a roommate. Despite having a great roommate, my transition to college life was not easy, and after the first hours of being on campus by myself I missed home terribly. I did not see how I was going to adjust to this new part of my life. I was particularly worried about doing well in my classes. After all the horror stories I had heard before graduating from high school, surviving my first semester was my main goal. I was much shyer at this time in my life than I am now, and felt uncomfortable meeting so many new people at once. I spent many hours secluded in the library, not the least bit concerned with my social life. I went home after the first week of classes because I was so homesick. Although I eventually adjusted and did fine my first semester, I went home frequently and did not take much part in soaking up opportunities. Adjusting to college life was also hard for me because during my sophomore year I changed my major from journalism to English with a creative writing emphasis. Although I

BRYANT STORY enjoyed writing, I did not like my journalism classes. I still wanted to do something related to writing, but wanted a less restricted format. Changing my major from journalism to English with a creative writing emphasis was a very hard process for me. It was so hard because my parents did not want me to be an English major. For the first time in my life, I had to go against my parents wishes and decide what was best for me. I knew if I kept journalism as my major I would be miserable, so I stood strong by my decision and switched to an English major. Coming out of my shell. I love to travel, mostly because I went on many family vacations across the country as a

child. I remember numerous car rides in our silver van with my sister repeatedly asking Are we there yet? So it was no surprise when I decided to study abroad in Scotland for a semester. Before applying to a study abroad program, I carefully weighed my options. Ultimately, I decided to apply for a program called Wisconsin in Scotland. The Wisconsin in Scotland Program is a great opportunity which allows students to live and study in an 18th Century manor house known as Dalkeith Palace in Dalkeith, Scotland. Students take classes instructed by professors who live and work with them in Dalkeith Palace from partnering universities within the U.S. They are also required to take classes from Scottish professors. When I first received my letter I was going to study abroad for the spring semester of sophomore year, I was overjoyed. I had never traveled to the U.K. or Europe before. Little did I know how much this one decision would change me as a person. The first couple days I was in Scotland, I was extremely jet lagged. Right after getting off the plane, I went into orientation. All I wanted to do was crawl in my bed and sleep for days; I could care less about growing from

BRYANT STORY a life-changing experience. I wondered if studying in Scotland really would change me, or if I would go home disappointed. During my time abroad, two events particularly stood out. One event occurred in Scotland, and the other in Wales. One of those opportunities came about on February 21, 2008, the night when a total lunar eclipse was supposed to appear in Scotland. In the city of Edinburgh, Scotlands capitol, there is a peak known as Arthurs Seat, which is about 823 feet tall. As my friend Christine and I both wanted to see the total lunar eclipse as best as we could, we decided to climb Arthurs Seat, thinking there would be other people climbing to see it too. However, we were the only ones making the long trek up to the top. The night we

climbed was extremely windy and numerous rocks were very slippery. More than once I thought about heading back towards ground level. But I persevered because I knew I would regret it if I did not. Observing a total lunar eclipse from Arthurs Seat was an opportunity that would most likely never come again. Not only was the view of Edinburgh at night from the top of Arthurs Seat striking, I also felt more confident than I had in my entire life when we finally made our way down. Knowing I had made it all the way up gave me courage to face future obstacles. Although it was very cloudy and difficult to see the total lunar eclipse, I climbed down with more than what we had set out to see. As the semester progressed, I made a goal to explore other countries around Scotland. Because I was studying abroad that spring, the other students and I received a spring break and two long weekends for a vacation from classes. We could use these breaks to travel or take advantage of other opportunities of our choosing. My spring break is an adventure that especially stands out for me.

BRYANT STORY Christine and I traveled to Wales and England. On our first train stop, we got off at Cardiff, capitol of Wales, planning to spend the next six hours at the train station before moving on. However, police officers told us to leave the station, and we spent the night on the streets of Cardiff. It snowed frequently and we had many encounters with odd strangers. There were many times when I felt scared, and wondered if we would make it through the night. Not only was it the day before Easter, but it was also the only time I had spent a night without food or shelter. I constantly thought about my family and missed my warm house. However, I gained a new insight about what it was like to be homeless, and left Wales with an appreciation for the privileges I have obtained throughout my life.

Although these are only two of many experiences I had while studying abroad, I was able to gain new insight with each one. After climbing up Arthurs Seat and living on the street for a night, I was equipped with a new understanding on how to make it through numerous obstacles. Living on the streets in Cardiff also gave me a new appreciation for what I had. These recollections have lasted long after my undergraduate experiences. Becoming More Involved The semester after returning from Scotland, I decided to become more involved with my major and campus life. The experiences I had studying abroad helped me become more outgoing. As a result, I wanted to get more involved. I wanted to learn as much as I could by becoming more involved with the English Department and campus life. I volunteered to serve as the student representative of the Student Reading Series. The Student Reading Series is an event sponsored by the English Department where students from any major are welcome to come read their own writing. I also worked as the co-editor and editor of Prologue, the annual undergraduate literary and arts magazine.

BRYANT STORY Writing Center tutor, Conference Planning intern, and Literary Society President were some of the other jobs I accomplished while an undergraduate at UW-River Falls. As I became more involved, I discovered I was more satisfied with my college experience. Now, attending class was not the only task I was committed to every day. I had many more responsibilities, and those numerous duties gave me a more fulfilled college experience. I met new people every day and often acted as a role model for many of the freshmen and sophomore English majors. I gave them advice on becoming more involved on

campus and how to do well in certain classes. While working as a Writing Center tutor I worked with a wide range of students and gained more insight about the diverse student population. Deciding to Go Back to School Upon graduating from UW-River Falls in December 2010, I knew I wanted to take some time off before going to graduate school. I started thinking about graduate school during my junior year. However, I was not sure about what I wanted to study. Once again, I had to go against my parents wishes. They wanted me to go right from undergraduate to graduate school. However, I knew I needed to take time off for myself. After sticking up for myself with changing my major, I knew taking some time off from school was what I needed. I decided to take a little over a year off to think about my options. Museum studies was the first area I thought I wanted to study because I had interned at the Science Museum of Minnesota in Saint Paul one summer and really enjoyed it. I even initiated an informational interview with one of the curators at the museum. However, the more I researched this area of study, the less appealing it was to me. Going to graduate school to become a museum curator meant taking classes on the measurements of how to set up an exhibit. Math had never been my best subject and I did not find it very appealing to take classes that

BRYANT STORY involved working with it. Many of the masters programs also required having a degree in relation to the field of museum studies. I was no longer sure of what I wanted to go to school for, so I decided to serve in a year-

long AmeriCorps program. I also worked at a library part-time and volunteered as well. When I first started thinking about what had influenced me during my undergraduate years, I thought of my study abroad experience. I then started to research programs that helped students in the area of study abroad. I also thought about how important it had been for me to become involved in college. By complete accident, I found programs in student affairs. I really wanted to help students study abroad, but I also wanted to gain a better understanding about all the services and events that help students grow. The Next Part: The University of St. Thomas The process of applying to students affairs programs was not a smooth one. I was not sure how to go about researching the best student affairs program for me. I had not even known the area of student affairs existed until I started researching programs related to study abroad. I knew I wanted to stay within the Midwest region, so that narrowed my possibilities a little. I set up a couple of informational interviews with professionals in the area of study abroad and other departments related to it to gain more insight of what helping students study abroad meant. I also set up a couple of informational interviews with students, recent graduates, administrators of student affairs programs, and professionals of the field to make sure student affairs was the right fit for me. After talking to numerous people about this field, I was inspired to go into it myself. I gained a much better understanding about graduate school, working with students, and job responsibilities. However, although I gained a better understanding about what the student affairs field was about, I still did not know what to look for in a graduate program.

BRYANT STORY I applied to a couple of programs that really appealed to me in what they offered with classes and outcomes. One program about ten hours away from La Crosse accepted me, but I was not sure it was the right fit. I went to the orientation and interview day anyway, but by the end, was still not certain it was a good match. At another school I advanced to the next part in the application process. I ended up on the waiting list, but not admitted into the program. Frustrated with the entire process, I began to wonder if student affairs was the field for me. I felt like I had wasted a lot of time and money into something that seemed to be going nowhere. I then discovered the Master of Arts in Leadership in Student Affairs Program at the University of St. Thomas.

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The more I read into the program at the University of St. Thomas, the more it seemed like a good fit for me. I liked the proximity to the Twin Cities and all of the opportunities available to me. I also thought the courses were interesting and vital subjects to study within the student affairs field. I applied to the program in May and a couple weeks later my acceptance letter came in the mail. Since then, I have enjoyed every minute of the program. I enjoy my classes and know I will learn a lot from the people who go to class with me. I am excited to see what I will learn and how I will grow when I eventually complete the program. Discussion My story before, during, and after my college years describes the events and situations I experienced. During my first semester of graduate school, I have learned about different theories student development in college related to my story. I will explain my own theory and apply theories learned throughout the semester in the next two sections.

BRYANT STORY Bryant Story: Part II The Bryant Theory of College Identity Development I developed a thematic analysis of my own college development through stages. There

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are five stages with two crossroad sections, one between stages one and two and another between stages three and a rest period. The crossroad sections, based on Baxter Magoldas (as cited in Evans et al., 2010) theory of self-authorship in phase two: crossroads, illustrate where a significant decision alters my path in life. The rest period between the second crossroad and stage four signals a time of contemplation. Stage one: Little development of self. This stage occurs at the beginning of my college career, and includes little development because of getting used to college life and a new environment. Outcomes include extreme homesickness, worrying about doing well in class, and not having a social life. The cognitive sense of who I am is still in its infancy, as I rely heavily on my parents when making decisions. I am still used to life before college, and not open to much change. First crossroad. During the first crossroad, I decide to make a decision that will alter my path in life, and begin to realize the importance of making my own decisions. After my first semester of college, I decided I did not like journalism as my major. However, my parents did not like the fact that I wanted to be an English major. They especially did not like that I wanted an emphasis in creative writing. This was a life changing event for me because it was the first time I had to go against my parents will. I had to do what I knew was right for me. The decision to switch majors altered my path in life because I was now doing what I wanted, instead of what my parents wanted me to do. In advancing my cognitive development, it was also the first time I

BRYANT STORY knew I could make decisions for myself, and did not have to ask about the opinions of others before making these decisions. Stage two: Increased development of who I am. In order to get from the first crossroad to stage two, an event must occur, triggering a

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huge intrapersonal development and sense of privilege. My study abroad experience in Scotland had a huge impact on my growth in development. Because of this event, I began to develop my cognitive sense of who I am. After climbing Arthurs Seat, my self-confidence escalated, and I was then able to advance in the idea of who I was because I was more self-aware. Spending the night on the streets of Cardiff gave me a deeper understanding of what people outside of my privilege zone go through. Stage three: Increased involvement. During this stage, I develop an increased interpersonal dimension of involvement. After switching majors and coming back from Scotland, I cultivated an increased level of wanting to be more involved both on campus and within my major. My interpersonal dimension of involvement grew as I developed my relationships with faculty, other students, and increased my participation in clubs and organizations. Second crossroad. Between stage three and the rest period, I went through another crossroad. During this time I again had to trust I knew what was best for me. I knew I wanted to go to graduate school. However, I wanted to take some time off between my undergraduate and graduate education. My parents wanted me to go to graduate school right away. Nevertheless, I knew I had to take some time off, and decided to work for a little over a year in order to think about what I really

BRYANT STORY wanted to do with my life. My cognitive dimension developed further because I gained selfconfidence in making decisions for myself. Rest period.

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The rest period occurred after I graduated from the University of Wisconsin-River Falls. This period between school and work allowed time to grow and think about my college experience. I was also able to contemplate my vocational goals and what I wanted to do in life. As a result, I developed a more intrapersonal dimension of what I wanted to do career-wise, and what really mattered to me. Stage four: Increased awareness of vocational objectives. The transition from rest period to stage four involved a greater understanding of my intrapersonal development by making the next steps towards vocational decisions. It is during this stage that I began my process of applying to graduate school, and understand the utmost importance of not allowing others to influence me. I respect others opinions, but do not let these opinions influence me. Stage five: Establishment of life goals. The last stage deals with the establishment of vocational goals through the construction of what I want to do in my life. I advanced my intrapersonal development further as I gained a better understanding of what I wanted to do. At this stage, I knew I wanted to go into student affairs. Helping students throughout their college years is very important to me, and I decided I wanted to make a career out of this notion. By knowing what I wanted to go to graduate school for and why, my cognitive dimension of who I am developed to a more advanced phase. Stage five is where I am currently, since I am in the process of becoming a professional in student affairs.

BRYANT STORY Discussion Through each stage, crossroad, and rest period of my theory, my development evolved.

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The intrapersonal, interpersonal, and cognitive dimensions allowed me to develop as I moved to the next level. Each part of my theory brought on new challenges, allowing me to grow. For these reasons every part played a vital role in my development, forming a picture of my growth. In part three, I will discuss how my own theory and story is similar and dissimilar to several theories related to student development in college Bryant Story: Part III There are several theories related to student development which mirror my own theory and story of how I progressed throughout college. These theories include Chickerings theory of identity development; Belenky, Clinchy, Goldberger, and Tarules Womens Ways of Knowing theory; and Baxter Magoldas theory ( as cited in Evans et al., 2010) of self-authorship. Although these theories are similar to my theory and story, Gilligans theory of womens moral development and Fowlers (as cited in Evans et al., 2010) theory of faith development are two theories dissimilar to my own. Both theories similar and dissimilar to my theory and story illustrate my development throughout college. Similar Theories to My Story and Theory Chickerings theory of identity development. Chickerings vectors. Five of Chickerings (as cited in Evans et al., 2010) seven vectors relate directly to my theory and story. Managing emotions is one vector which relates to my development (Evans et al., 2010). Within this vector, students develop the ability to recognize and accept emotions, as well as appropriately express and control them (Evans et al., 2010, p. 67). My stage one: little

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development of self and first crossroad exemplified this vector. Chickerings vector of managing emotions (Evans et al., 2010) relates to my stage one because as I got used to college life and having a roommate, not having my parents around, overcoming homesickness, and worrying about classes, I also had to learn how to control my emotions in a way that did not affect my daily life. First-year college students list worrying about being smart enough, fears about their roommate, and wondering if they will be okay without their parents as some of their top fears during the first semester (Shanley & Johnston, 2008). Transitioning from high school to college brought on many new emotions because there were many new areas, like college classes and living in a dorm room, I had to incorporate daily. I would get very frustrated during my first semester, but did not know how to control these frustrations. I was constantly distraught and did not know how to turn off feelings in order to focus on school work because the cognitive sense of who I am during stage one: little development was still in its infancy. As I got used to college life and who I was, I learned how to control emotions in order to better focus on school work. Emotions also surfaced because I was not open to much change during this time in my college career. Chickerings vector of managing emotions (Evans et al., 2010) also relates to my first crossroad because as I advanced my cognitive development of learning to make decisions for myself, I also learned how to express and control my emotions as I discussed with my parents what I wanted to study. I became more open to change as I made decisions for myself. Another vector related to my development is moving through autonomy toward interdependence (Evans et al., 2010). During this vector, students develop instrumental independence that includes self-direction, problem-solving ability, and mobility (Evans et al., 2010, p. 68). This vector relates to stage two: increased development of who I am of my

BRYANT STORY theory. During stage two, which involved my study abroad experience, I gained more independence and problem-solving as I navigated through a city I did not know. I gained an increased intrapersonal development through better self-direction.

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I also became self-aware because in stage two: increased development of who I am, I had an increased sense of privilege. Chickering states there is research that shows how student development tends to be associated with various kinds of educational experiences (Garfield & David, 1986, p. 490). My study abroad experience played a big part in my cognitive development with realizing who I am because I gained self-confidence and developed skills I did not have before. The opportunity to study abroad is important because the journey abroad begins as a journey into another culture but ultimately becomes a journey of enhanced awareness and understanding of oneself (Kauffmann, Martin, Weaver, & Weaver, 1992, p. 68). Chickerings vector of moving through autonomy toward interdependence (Evans et al., 2010) also relates to both of my crossroad stages because once I became more independent, I did not rely on my parents as much. Authority figures have a large influence on students in college because parents and others result in a series of obligations and expectations or social norms which influence their attitudes and behaviors about college (Smith & Zhang, 2009, p. 644). When I first started college, my perceptions relied on what my parents wanted me to achieve. As I progressed further into my college career, through my cognitive development, I created a sense of self and was able to make decisions on my own. I no longer needed approval from others as I created self-direction and learned to make decisions for myself. The third vector I relate to my college growth is developing purpose (Evans et al., 2010). In this vector, the student makes clear vocational goals and is able to develop making meaningful commitments to specific personal interests and activities (Evans et al., 2010, p. 69).

BRYANT STORY This vector relates to stage five: establishment of life goals in my theory because during stage five, I established an increased intrapersonal development and a better understanding of my

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vocational goals by knowing what I wanted to study in graduate school. Deciding on a career in student affairs allowed me to make meaningful commitments because of my personal interest in wanting to help students during college. Determining a career path is very important because college students career choice is a vital developmental task in their school-to-work transition (Lee & Park, 2012, p. 194). As I continue toward the future after I obtain my Masters degree, the school-to-work-transition will be important to me because I know I am going to work in a field I am passionate about. The last vector that relates to my development is developing integrity (Evans et al., 2010). This vector has three consecutive yet intersecting stages which are: humanizing values, personalizing values, and developing congruence (Evans et al., 2010, p. 69). This vector was evident during my theory in stage three: increased involvement. Because as I developed an increased interpersonal dimension of involvement, I was able to incorporate a more humanized value scheme, as I was able to balance the interests of others with my own interests while becoming more involved in campus activities. Although I had my own personalized values, I also listened to the values of others. Towards the end of college, I was also able to develop congruence because I became aware of how my values impacted my actions of performing as a leader in student organizations. Chickerings vector of developing integrity has to do with ones core values and beliefs (Taub, 2008, p. 22). During stage four: increased awareness of vocational objectives of my theory, through my intrapersonal development, I established a more personalized value system because although I had my own beliefs, I still respected the beliefs of others. I developed a value

BRYANT STORY system that incorporated how I acted and established a personal value system while becoming aware of my values through overcoming many barriers.

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The vector of developing integrity (Evans et al., 2010) also advanced during my second crossroad and rest period, as I became more aware of my own values by thinking about what I wanted to do with my life. During my second crossroad, I reaffirmed my own beliefs and values as I again stood up for what I wanted to accomplish. Then during the rest period, I further explored my beliefs and values by taking time off from school and considering my vocational goals and what I wanted to do in life Admonition. One of Chickerings admonitions, acknowledgement of the cyclical nature of learning and development (Evans et al., 2010) is similar to my theory. During this admonition new experiences and challenges provide opportunities for new perspectives and more complex understanding to occur (Evans et al., 2010, p. 71). During stage two: increased development of who I am, of my theory which involved my study abroad experience, I gained new perspectives and a more complex understanding because I immersed in another culture. Living in a different culture allowed me to gain a new understanding of myself as well as those around me, as a study abroad experience is instrumental in offering the individual challenges and opportunities that result in intellectual growth (Carlson, Burn, Useem, & Yachimowicz, 1990, p. 23). Intellectual growth was a vital aspect of my study abroad experience through my cognitive development because as students develop and enlarge their global perspective, they incorporate intercultural knowledge into their epistemological beliefs and sense of self, which simultaneously influences their compassion for difference (Braskamp & Engberg, 2011, para. 2).

BRYANT STORY This admonition, acknowledgement of the cyclical nature of learning and development

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(Evans et al., 2010), is also present within my two crossroad periods. As I stood up for myself, I gained a new perspective on what I wanted in life. During the first crossroad, I gained new perspectives by realizing the importance of making my own decisions. Then during the second crossroad, a more complex understanding occurred as my cognitive dimension advanced more and I gained self-confidence in making decisions for myself. Belenky, Clinchy, Goldberger, and Tarules womens ways of knowing theory. In relation to Belenky et al.s (as cited in Evans et al., 2010) Womens Ways of Knowing theory and my theory, there are many similarities. In this theory, they suggested that for women the development of voice, mind, and self is intricately intertwined (Evans et al., 2010, p. 121). This concept is true throughout my theory because as I developed, I thought about my actions, and how they related to my development. The five epistemological perspectives from which women know and view the world (as cited in Evans et al., 2010, p. 122) relate directly to my theory. Five epistemological perspectives. The first epistemological perspective according to the Womens Ways of Knowing theory is silence (Evans et al., 2010). This perspective is evident within my theory through stage one: little development of self. Silence, is mindless, voiceless, and obedient. In this perspective women find themselves subject to the whims of external authority (Evans et al., 2010, p. 122). In stage one of my theory I still relied heavily on my parents and what they wanted me to do in life, as I did not have an advanced cognitive development at this stage. Women in this perspective see authorities as being all-powerful, if not overpowering (Belenky, Clinchy, Goldberger, & Tarule, 1997, p. 27). I therefore had a very mindless and obedient voice in stage

BRYANT STORY one because I still took great account into what authority figures wanted me to do. At the beginning of my college career I also thought going to class was the most important task, and viewed professors as all-knowing, never questioning their authority. Received knowing, the second epistemological perspective, involves listening to the voices of others (Evans et al., 2010). Through this perspective, a lack of self-confidence is evident in the belief that one is capable of receiving and producing knowledge imparted by external authorities but not of creating knowledge on ones own (Evans et al., 2010, p. 122). Although students in this perspective gain knowledge from authority figures, they do not have

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confidence in creating their own knowledge. While received knowers can be very open to take in what others have to offer, they have little confidence in their own ability to speak (Belenky et al., 1997, p. 37). This perspective was evident in stage one: little development of self of my theory because I listened to the knowledge of authority figures such as my parents and professors, but did not have confidence in creating knowledge based on my own thoughts. The next perspective, subjective knowing, illustrates truth now seen as residing in the self (Evans et al., 2010, p. 122). This perspective occurred after my first crossroad, during the first time I stood up for myself and what I wanted to study, instead of what my parents wanted. After I changed majors, I advanced my cognitive development further because I understood that I could make decisions myself, and my choices did not have to rely on what authority figures wanted me to do. The fourth perspective, procedural knowing, involves learning and applying objective procedures for taking in and conveying knowledge (Evans et al., 2010, p. 122). The first approach within this perspective, separated knowing, uses impersonal procedures for establishing truth (Evans et al., 2010). Characterized by critical thinking, this approach also involves

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doubting (Evans et al., 2010). Separate knowing took place when I was in the middle of my first crossroad, as I often doubted whether my parents decision was the right one for me. In order to further develop my cognitive dimension and realize I had to make the decision for myself, I had to think critically about whether or not their decision was really the right decision for me. The second approach during this perspective, connected knowing, occurs when truth emerges in the context of personal experience rather than being derived from authorities (Evans et al., 2010, p. 122). Connected knowing often involves believing (Evans et al., 2010). Connected knowing is associated with my first crossroad because I had to believe I was making the right decision for myself. I established connected knowing by experiencing for myself that I could make my own decisions. The fifth perspective, constructed knowing, involves the integration of subjective and objective knowledge, with both feeling and thought present (Evans et al., 2010, p. 123). Belenky et al. (as cited in Evans et al., 2010) characterized this perspective as the process of sorting out the pieces of the self and of searching for a unique and authentic voice (p. 123). This perspective started to develop after my first crossroad. When I knew I could make decisions for myself I advanced my cognitive development; and an increase in my cognitive development allowed me to establish a more unique voice because I was able to make my own decisions. Constructed knowing (Evans et al., 2010) also occurred during stage two: increased development of who I am of my theory because studying abroad gave me a more open perspective about the world around me, allowing myself to develop a more unique voice. Constructed knowing advanced further during stage three: increased involvement of my theory when I developed a greater interpersonal dimension of involvement and stage four: increased

BRYANT STORY awareness of vocational objectives when I gained a greater understanding of my intrapersonal

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development toward vocational goals. Although the process of applying to graduate school was not easy, I had a clear set of goals with what I wanted to accomplish through deciding to attend the University of St. Thomas. Through these stages, I developed a more authentic voice as I learned more about myself. Baxter Magoldas theory of self-authorship. Baxter Magoldas phases. Baxter Magolda (as cited in Evans et al., 2010) defined self-authorship as the internal capacity to define ones beliefs, identity, and social relations (p. 183). One similarity of Baxter Magoldas theory to my theory is phase one: following formulas (Evans et al., 2010). This phase closely relates to stage one: little development of self of my theory. In phase one, young adults allow others to define who they are (Evans et al., 2010, p. 185). This concept closely relates to stage one of my theory because I did not have a clear sense of who I am, as I allowed my parents to tell me who I should be. Individuals early in the developmental journey, who make meaning based on external formulas, would be expected to seek answers from authority and to uncritically follow the advice of others perceived to know the right course of action (Laughlin & Creamer, 2007, p. 44). Baxter Magolda also states in this phase that careers and jobs circle around what one is supposed to do in order to be successful (Evans et al., 2010). This notion was true for my theory because during stage one, I allowed my parents to influence me with the fact that certain areas of study such as journalism were associated with successful jobs. Baxter Magoldas (as cited in Evans et al., 2010) phase two: crossroads states as individuals progress along their journey, they discover the plans they have followed do not necessarily work well and that they need to establish new plans that better suit their needs and

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interests ( Evans et al., 2010, p. 185). Phase two closely relates to my two crossroads, where I learned the plans my parents had for me did not work, and I had to readjust my goals to better suit my own needs. During this phase Baxter Magolda also suggests that individuals become dissatisfied with how they have been defined by others (Evans et al., 2010, p. 185). Selfconfidence plays a big role in this phase because self-confidence in decision making may facilitate progression away from reliance on external authority (Laughlin & Creamer, 2007, p. 49). During my two crossroads, I was not pleased with how my parents expected me to take a certain path. My cognitive dimension developed further because I gained increased selfconfidence in order to move away from what they wanted me to do. My parents also expected me to go right into graduate school after I completed my undergraduate degree. During this phase, career paths are questioned (Evans et al., 2010), another characteristic of both my crossroads. Baxter Magoldas (as cited in Evans et al., 2010) phase three: becoming the author of ones own life progresses during both my crossroads. Phase three illustrates the ability to choose ones beliefs and stand up for them in the face of conflicting external viewpoints (Evans et al., 2010, p. 186). This phase involves having to reshape what students believe, their sense of self, and their relationships with others (Meszaros, 2007). This phase is similar to my crossroads because I was able to stand up to my parents for what I believed I needed to do in order to be happy. Individuals in this phase shifted from how you know to how I know and in doing so begin to choose their own beliefs (Baxter Magolda, 2001, p. 119). The last phase in Baxter Magoldas (as cited in Evans et al., 2010) theory, phase four: internal foundation, states young adults who successfully negotiate this stage are grounded in their self-determined belief system, in their sense of who they are, and in the mutuality of their

BRYANT STORY relationships (Evans et al., 2010, p. 186). This phase is similar to stages four: increased awareness of vocational objectives and stage five: establishment of life goals in my theory. In stage four, I came to understand the significance of not allowing others to influence me while

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applying to graduate school. I was also self-determined in what I chose to go to graduate school for, and did not let others influence me. Through my intrapersonal dimension, I have developed a sense of who I am by realizing what my goals are in relation to what I chose to study in graduate school. As frameworks were constructed to answer questions about what to believe, who to believe, and how to relate to others, the frameworks became solidified and comprehensive systems of belief (Baxter Magolda, 2001, p. 155). As I analyzed what goals were important to me, I constructed my own set of beliefs. In relation to phase four of Baxter Magoldas (as cited in Evans et al., 2010) theory of self-authorship, I also had a self-determined belief system in my relationships because although others had different ideas than me, and I respected their ideas, they did not influence me. The internal foundation reveal a settling into their internal homes that simultaneously brings an openness to new experience and further growth (Baxter Magolda, 2001, p. 184). Stage five: establishment of life goals of my theory is also similar to Baxter Magoldas phase four because I established a self-determined belief system in my vocational goals for graduate school and a strong sense of what I wanted to do with my life. Theories Different From My Story and Theory Gilligans theory of womens moral development. Although Belenky et al.s (as cited in Evans et al., 2010) Womens Ways of Knowing theory has many similarities with my theory, Gilligans (as cited in Evans et al., 2010) theory of womens moral development is very different from my theory. Gilligans theory deals with the

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interpersonal dimension in that relationships with others must carry equal weight with self-care when making moral decisions (Evans et al., 2010, p. 112). Whereas Gilligan tends to focus on relationships, I focus more on the cognitive and intrapersonal dimensions of how I develop, and do not take into significant account my relationships with others. I focus more on what is going on inside me, not the relationships with others. Fowlers theory of faith development. Fowlers (as cited in Evans et al., 2010) theory of faith development is another theory that does not match with my theory, as spirituality does not play a big part in my development. Fowler interpreted faith as a process of imagination, positing that knowing begins and is maintained as internal representations or images of particular situations, events, or information that evolve as one matures and reacts to different experiences (Evans et al., 2010, p. 197). However, this interpretation does not align with my theory or story because I interpret events and situations as stages that help me develop rather than images. In Fowlers view, faith is a persons or groups ways of grasping transcendental value and power as perceived and grasped through the forms of cumulative tradition (Das & Harries, 1996, p. 675). However, I do not consider faith within my development, and instead rely on my personal growth when learning how to grasp values and power. Thus, a theory on faith development does not play a big role in my theory. Discussion The theories similar to my theory and story are Chickerings theory of identity development; Belenky et al.s Womens Ways of Knowing theory; and Baxter Magoldas theory of self-authorship (as cited in Evans et al., 2010). Besides similarities, Gilligans (as cited in Evans et al., 2010) theory of womens moral development and Fowlers (as cited in Evans et al.,

BRYANT STORY 2010) theory of faith development are two theories not similar to my theory. Every theory

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illustrates how I developed through the intrapersonal, interpersonal, and cognitive dimensions of development. Together, my theory and story, the theories similar and dissimilar to my own, and the dimensions of development form a picture of my growth throughout college. In the last section, I will explain how my theory is applicable to assisting a college student. Bryant Story: Part IV In the last section, I will illustrate how to apply the Bryant theory of college identity development towards helping a college student. I will also describe the developmental intervention model, and the three components needed to create a specific intervention (Evans et al., 2010). Both the Bryant theory of college identity development and the developmental intervention model are essential towards supporting college students in their development. Helping a Troubled Student Below is a conversation between a student and a career counselor. A student, Erin, is just ending her first year of college. She discusses the difficulties she has been going through with her career counselor. The conversation has Erin discussing her problems to her career counselor. I have been having major difficulties in school. Recently, I have been hanging out with a group who drinks frequently and engages in risky behavior. My grades have gone down and I have missed a lot of class because I just dont have the energy. I have also suffered because getting used to college has been very difficult for me. Ive been trying to figure out who I am and just dont know anymore. College is a whole new experience and much more difficult. Last week I went on a retreat with the campus ministry, to try and hang out with other people, and get a better perspective on college. My family went to church frequently when I was

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growing up, and I thought it might be important to do something different. It opened me up to a better outlook on life, and how to get more involved with the campus community. After going on the retreat, I realized I should stop hanging out with this group, but Im afraid what will happen if I stop being friends with them. I started hanging out with this group mainly to go against my parents wishes. I am sick of them telling me what to do and always respecting their rules. Im an adult and I want to show them Im not like them. I want to make decisions for myself and not allow them to influence me. However, I dont know if this is the right way to show them. Im thinking I may have to transfer schools if I decide not to hang out with my current group of friends. Im afraid they will want to harm me somehow. The semester is ending and I know my parents will want to know my grades and what Ive been up to. What should I do? Application of the Bryant Theory of College Identity Development Erin is a student who is having several problems. She is going through the first stage, first crossroad, and entering into stage two in the Bryant theory of college identity development. Her situation is similar to stage one: little development of self in the Bryant theory of college identity development, as she has not had any significant development because she is still getting used to college life, which has been very difficult for her. At this stage, Erin does not have an advanced cognitive development because she does not have a good sense of who she really is. Although she is becoming more independent, she is still concerned with how her parents will view her based on her grades and involvement in college. In relation to the first crossroad in the Bryant theory of college identity development, Erin is realizing the importance of making her own decisions. Her major decision with who she chooses to hang out with is altering her path in life because she is not making very good

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decisions. These decisions are altering her college experience and affecting what kind of person she is becoming. She is not learning how to make decisions in the best way. Erin has decided to join a group who drinks frequently, and this group has had an effect on her grades and class attendance. Erin is learning she can make decisions for herself, but is not making the right decisions. Erin is increasing her cognitive development because she is learning she does not have to listen to the opinions of others before making a decision. However, the decisions she is making are not influencing her in a positive way. Erin is also starting to transition to stage two: increased development of who I am in the Bryant theory of college identity development. The major event of going on the retreat made her think more about her intrapersonal development. The cognitive sense of who I am is starting to develop, as she realizes there are more options than hanging out with her current group of friends. Her realization of different options will eventually lead her to stage three: increased involvement in the Bryant theory of college identity development. This stage will allow her to develop an increased interpersonal dimension of involvement as she becomes more involved with other activities. Application to Developmental Intervention Model The developmental intervention model is a framework the career counselor could use to help Erin with her situation (Evans et al., 2010). The three components of this modeltarget of intervention, type of intervention, and intervention approachwill help the career counselor design a specific intervention for Erin (Evans et al., 2010). Each component is essential to building an intervention designed to assist in Erins situation.

BRYANT STORY Target of Intervention Individual interventions within this component center on the attitudes, knowledge, behavior, or the concern of the particular student (Evans et al., 2010). Erins attitude toward

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changing her goals is uncertain, as she goes to the career counselor for knowledge about what to do. Her behavior centers on the concern for the future. Erins main concerns are about what to do about the group she has been hanging out with, what her future goals should be, and what her parents will think of her. The counselor should consider studying the Bryant theory of college identify development stage one: little development of self, first crossroad, and stage two: increased development of who I am to understand where Erin is developmentally. Type of Intervention In this specific case, the career counselor is dealing with a planned intervention, which is an intervention that is intentional, proactive, and structured (Evans et al., 2010, p. 357). Such interventions are designed in anticipation of challenges or developmental needs that college students are expected to face (Evans et al., 2010, p. 357). The career counselor could develop a planned intervention to help Erin with the problems she is facing. Erins dilemma is common to the problems many students face when they first start college. They want to become independent, but do not always make the right decisions in living out this goal. The career counselor should use the Bryant theory of college identity development to recognize the developmental issues Erin is having. The counselor could also use Chickerings theory of identity development and Baxter Magoldas (as cited in Evans et al., 2010) theory of selfauthorship to further study how Erin is developing. Erins growth relates to Chickerings (as cited in Evans et al., 2010) theory of identity development, specifically to one of his seven vectors. She is transitioning through Chickerings

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vector of moving through autonomy toward interdependence. During this vector, students learn to develop self-direction (Evans, et al., 2010). Erin is learning to move more toward selfdirection because she is making decisions for herself. This vector backs up the first crossroad in the Bryant theory of college identity development because in this crossroad, the student is also learning the importance of making decisions for themselves. Erins development relates to Baxter Magoldas (as cited in Evans et al., 2010) theory of self-authorship in phase two: crossroads. During this phase, students realize the plans they have followed do not work well with what they want to accomplish (Evans et al., 2010). Erin realizes the plans she made in making friends with people who do not make good decisions is not working well for her and she needs to come up with a new plan. When students are in the process of thinking about their choices Baxter Magolda found that uncertainty permeated decision making as well, as students struggled to figure out options for the future (Baxter Magolda, 1992, p. 105). At this point, Erin is uncertain of what she wants to do. She went to the career counselor to give her more insight on what her options are for the future. Baxter Magoldas phase two illustrates the first crossroad in the Bryant theory of college identity development. At the first crossroad, the student also realizes the plans do not work for them because they understand they must start making decisions for themselves. Intervention Approach In order to help Erin with her dilemma while increasing her development, the career counselor could use an implicit intervention approach. This intervention approach deals with developmental issues indirectly (Evans et al., 2010). In order for Erin to develop increased identity development and further push her to stage two in the Bryant theory of college identity development, the career counselor might suggest she join a student organization in order to

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develop increased self-esteem and integration. Indirectly advancing Erin to stage two: increased development of who I am in the Bryant theory of college identity development would take her out of stage one: little development of self and the first crossroad, because she would conclude that she can make decisions for herself. By making decisions for herself she would realize she does not have to ask others their opinions before making decisions. Discussion Erin is a student having trouble figuring out her future goals. The career counselor she goes to can use the Bryant theory of college identity development to explain Erins development. Combining this theory and possibly looking into other theories with the developmental intervention model will help the career counselor design an intervention to help explain and assist in Erins dilemma. Discussion: Parts I-IV My story, theory, similarities and dissimilarities with my theory and story with other theories, and application of my theory are all parts vital towards understanding my own development in college. By analyzing my own development in relation to the field of student affairs, I am better prepared to work with college students. My experiences in college, numerous theories, and recognizing ways to create specific interventions to support students, will help me understand how to assist college students as a student affairs professional.

BRYANT STORY References Baxter Magolda, M.B. (1992). Knowing and reasoning in college: Gender-related patterns in students intellectual development. San Francisco, CA: Jossey-Bass. Baxter Magolda, M.B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus.

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Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1997). Womens ways of knowing: The development of self, voice, and mind. New York, NY: Basic Books. Braskamp, L.A., & Engberg, M.E. (2011). How colleges can influence the development of a global perspective. Liberal Education, 97(3-4), 34-39. Carlson, J. S., Burn, B. B., Useem, J., & Yachimowicz, D. (1990). Study abroad: The experience of American undergraduates. Westport, CT: Greenwood Press. Das, A., & Harries, B. (1996). Validating Fowlers theory of faith development with college students. Psychology Reports, 78(2), 675-679. Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass. Garfield, N. J., & David, L. B. (1986). Arthur Chickering: Bridging theory and practice in student development. Journal of Counseling and Development, 64, 483-491. Kauffmann, N.L., Martin, J.N., Weaver, H.D., & Weaver, J. (1992). Students abroad, Strangers at home: Education for a global society. Yarmouth, ME: Intercultural Press, Inc. Laughlin, A. & Creamer, E.G. (2007). Engaging differences: Self-authorship and the decision-making process. New Directions for Teaching and Learning, 109, 43-51. Lee, S.A., & Park, H.S. (2012). Influence of temporal distance on the perceived importance of career-related self-efficacy and outcome expectations. The Career Development Quarterly, 60, 194-206. Meszaros, P.S. (2007). The journey of self-authorship: Why is it necessary? New Directions for Teaching and Learning, 109, 5-14. Shanley, M.K., & Johnston, J. (2008). 8 things first-year students fear about college. Journal of College Admission, 201, 3-7. Smith, W.L., & Zhang, P. (2009). Students perceptions and experiences with key factors during the transition from high school to college. College Student Journal, 43(2),

BRYANT STORY 643-657. Taub, D. J. (2008). Exploring the impact of parental involvement on student development. New Directions for Student Services, (122), 15-28. doi:10.1002/ss.272

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