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Karen,
You say it so eloquently, " helping them recreate themselves as self- 
examining humans, even if initially they reject the theories  
themselves!"
On Oct 8, 2010, at 11:30 AM, Karen Agee wrote:

> Good points, Nic and Linda.  And the coolest thing of all is that  
> when we discuss with students the innovative inquiries conducted  
> into college students' intellectual and ethical development and  
> explore the theories that have been developed, we are complicating  
> (complexifying, messing with) their sociocultural ideas and helping  
> them recreate themselves as self-examining humans, even if initially  
> they reject the theories themselves!
>
> Karen
>
> Nic Voge said the following on 10/8/2010 9:37 AM:
>> If I may, let me point out how the resources Karen suggests rest on  
>> social/cultural foundations, the fact of which is indicated by the  
>> titles of the sources.
>> Perry's scheme of Intellectual and ETHICAL development  relies  
>> heavily on conceptualizing students' beliefs. Beliefs arise out of  
>> our social millieu.
>> Chickering, as you can see from these titles, is linking education  
>> with IDENTITY, our social selves.
>> Thanks, Karen, for bringing these useful resources into the  
>> discussion.
>> Nic
>> On Oct 8, 2010, at 10:20 AM, Karen Agee wrote:
>>
>>> Roberta,
>>>
>>> You asked about relevant theories that inform tutor training.   
>>> I've recently retired and no longer train the Peer Instructors  
>>> (who did more than tutor), but we found two theories most useful:
>>>
>>> 1.  Perry's levels of intellectual development.
>>> Perry, W. G. (1970). /Forms of intellectual and ethical  
>>> development in the college years: A scheme/. New York, NY: Holt,  
>>> Rinehart, & Winston.
>>> Perry, W. G. (1999). /Forms of intellectual and ethical  
>>> development in the college years: A scheme/. San Francisco, CA:  
>>> Jossey-Bass.
>>>
>>> Before the learning session, prepare a list of about 20 statements  
>>> representing different levels of Perry's scheme.  (Sample  
>>> question:  When you get to the heart of things, there is one right  
>>> answer to every question.)  Participants indicate individually the  
>>> extent to which they agree or disagree with each statements; these  
>>> sheets are their own and not collected after the exercise.  After  
>>> a brief chalk talk about Perry's research method and findings,  
>>> discuss the implications for bridging the gap between faculty  
>>> expectations and student experiences.  For the next few months  
>>> make note of any student statements (in tutorials, classes, and  
>>> workshops) at particular levels of Perry's scheme and discuss them  
>>> in individual or staff meetings.
>>>
>>> 2.  Chickering's seven vectors of college student development.
>>> Chickering, A. W. (1969). /Education and identity/. San Francisco,  
>>> CA: Jossey-Bass.
>>> Chickering, A. W., & Reisser, L. (1993). /Education and identity/.  
>>> San Francisco, CA: Jossey-Bass.
>>>
>>> Prepare handouts of Chickering & Reisser's 7-vector scheme before  
>>> the learning session.  During session, discuss Chickering's  
>>> research and subsequent modifications.  Explore with participants  
>>> how their work promotes or thwarts development on each vector.   
>>> (What influences, pro or con, do other student services, faculty,  
>>> and curriculum have on development?)   What changes can be made in  
>>> the program's tutorials, courses, and workshops to promote rather  
>>> than thwart student development along these vectors?  This  
>>> learning session should precede staff decisions about student  
>>> learning outcomes.
>>>
>>> Karen
>>>
>>> Roberta Schotka said the following on 10/7/2010 12:30 PM:
>>>> Hi All,
>>>>
>>>> I am thinking of revising my Level 1 CRLA-based tutor training  
>>>> program
>>>> with an eye for incorporating more information about relevant  
>>>> learning
>>>> theories. Can you share your favorite and most relevant theories/ 
>>>> theorists
>>>> and how you use that information in your tutor training?
>>>>
>>>> -Thanks in advance,
>>>> Roberta
>>>>
>>>> ********************************************************************************************************************
>>>> Roberta Schotka
>>>> Director of Programs
>>>> PLTC, Wellesley College
>>>> phone:781-283-2675
>>>> fax: 781-283-3709
>>>> [log in to unmask]
>>>>
>>>>
>>>>
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>> ____________________________________
>> Dominic (Nic) J. Voge
>> [log in to unmask]
>> (609)258-6921
>> http://www.princeton.edu/mcgraw/us/
>>
>> Associate Director
>> McGraw Center for Teaching and Learning
>> 328C Frist Campus Center
>> Princeton University
>> Princeton, NJ 08544
>>
>> Individual Appointment Times:
>> By appointment for Fall 2010
>>
>> "A university is, according to the usual designation, an alma  
>> mater, knowing her children one by one, not a foundry, or a mint,  
>> or a treadmill."-John Henry Newman
>>
>>
>>
>>
>>
>>
>>
>>
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____________________________________
Dominic (Nic) J. Voge
[log in to unmask]
(609)258-6921
http://www.princeton.edu/mcgraw/us/

Associate Director
McGraw Center for Teaching and Learning
328C Frist Campus Center
Princeton University
Princeton, NJ 08544

Individual Appointment Times:
By appointment for Fall 2010

"A university is, according to the usual designation, an alma mater,  
knowing her children one by one, not a foundry, or a mint, or a  
treadmill."-John Henry Newman









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