IDENTITY What is the Relationship Between Identity and the College - - PDF document

2/15/2019 1

Jordan Truex

Agenda or Summary Layout

The Road to Self‐Authorship Non‐Traditional Students Effective Interview Strategies Meeting the Student Where They Are

IDENTITY

• What is the Relationship Between Identity and the

College Experience?

• What Role Does Identity Play in Students’ Perception of

their College Education?

• Why Should We As Advisors Care About a Student’s

Identity?

2/15/2019 2 SELF-AUTHORSHIP 101

Self-authorship is defined by psychologist Robert Kegan as "a person's capacity to balance multiple external pressures to create an internally defined identity that guides complex decision making"

(Drake, Jordan, and Miller, 2013, p.122).

SELF-AUTHORSHIP 101

It is the process in which the culmination of

• ur personal traits, experiences, values,

beliefs, and relationships are defined to help us make informed, educated decisions while navigating through life.

Road To Self-Authorship

FOLLOWING FORMULAS

First Exit

• Allowing others to define who

you are

• Following plans instead of

creating own plans

• Going through the steps of a

process without recognizing the lasting impact or value it can have in your life

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CROSSROADS

Second Exit

Road To Self-Authorship

• The life plan you have

been following doesn’t necessarily fit anymore

• Dissatisfaction with

yourself

• Need help recognizing

purpose in life

AUTHORING YOUR LIFE

Third Exit

• Becoming more

determined in beliefs, relationships, and values

• Use experiences to help

shape decision making

• Stand up for beliefs and

values

Road To Self-Authorship

INTERNAL FOUNDATION

Final Destination

• You listen to your

internal voice

• Deeply rooted in

your beliefs

• Understand the

importance and value of relationships

Road To Self-Authorship

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WHA WHAT R ROLE DO LE DO AD ADVIS VISORS PLA PLAY IN IN A A ST STUDENT’S SELF SELF-AUTHO HORSH RSHIP P JOURNEY JOURNEY?

• Allowing others to define who you are
• Following plans instead of creating
• wn plans
• Going through the steps of a process

without recognizing the lasting impact or value it can have in your life

• The life plan you have been

following doesn’t necessarily fit anymore

• Dissatisfaction with yourself
• Need help recognizing

purpose in life

• Becoming more determined in

beliefs, relationships, and values

• Use experiences to help shape

decision making

• Stand up for beliefs and values
• You listen to your

internal voice

• Deeply rooted in your

beliefs

• Understand the

importance and value of relationships

FOLLOWING FORMULAS CROSSROADS AUTHORING YOUR LIFE INTERNAL FOUNDATION

Who are Non-Traditional Students?

The National Center for Education Statistics defines non- traditional students as meeting one of seven characteristics:

• Delayed enrollment into postsecondary education
• Attends college part-time
• Works full time
• Is financially independent for financial aid purposes
• Has dependents other than a spouse
• Is a single parent
• Does not have a high school diploma

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How is Advising Non-Traditional Students Different than Advising Traditional Students? Why is it important that we discuss advising Non-Traditional students?

Pair & Share

As an Advisor, What Differences in the Self-Authorship Journey Do You See When Comparing Traditional Students to Non-Traditional Students?

AC ACTIVITY

2/15/2019 6 What Did Y What Did You u Buil Build? What are Assumptions We Make About Non-Traditional Students?

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INTERVIEWING

How Do I Know? Who Am I? What Relationships Do I Want With Others?

FINDING OUT MORE

• Give students time, space and encouragement to

describe their circumstances and tell their story

• Attentive flexibility in your conversation
• Trust the process
• Provide a comfortable, reflective space
• Listen patiently and actively
• Respond with encouragement

GO GOALS OF S OF EFF EFFECTIVE E INTER INTERVIE IEWIN WING

Increased awareness, understanding, and

• penness to diversity

Exploration and establishment of

• ne’s beliefs, choices,

and actions Increased awareness and

• penness to taking

responsibility for

• ne’s own learning

Development of a sense of self/identity to guide one’s choices

Baxter Magolda, Marcia B. & King, Patricia, Interview Strategies for Assessing Self‐Authorship, 503

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MEETING THE STUDENT WHERE THEY ARE MEETING THE STUDENT WHERE THEY ARE “Designers don’t think their way forward. Designers build their way forward.”

–Bill Burnett & Dave Evans

Designing Your Life How to Build a Well-Lived Joyful Life, xxv

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PRACTICE

• Where is the student in their Self-Authorship

Journey?

• What are follow-up questions you can ask to further

understand how you can help the student?

TIPS FOR SUCCESS

1. Ask good questions to gain a little more understanding into the student’s life 2. Listen to responses and watch body language 3. If you can, relate experiences (your own, other students) to help guide students to gain perspective outside of their own 4. Follow-up to responses using what you have heard from the student to help them make their own decisions 5. Focus on the student’s needs and refer the student to resources that can help them succeed

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For More Information Contact: Jordan Truex jordan.truex@usu.edu