Developmental Perspectives of the Learner


INTRODUCTION

          

              The Student Learning Imperative (SLI) (American College Personnel Association [ACPA], 1994) was written to spark discussion of “how student affairs professionals can intentionally create the conditions that enhance student learning and personal development” (p. 1); it is a call to transform student affairs practice to promote student learning and personal development. Although the terms student learning and personal development have different historical roots and focus on different aspects of the educational process, they are described in the SLI as “inextricably intertwined and inseparable” (p. 1). In this paper, we elaborate on this assertion and argue for an integrated view of learning and personal development. From this integrated perspective, the cognitive and affective dimensions are seen as parts of one process; dimensions as seemingly distinct as knowledge construction, meaning making, and awareness of self are presumed to be integrated within the developing human being. The SLI argued that the educational experiences offered to college students—including those sponsored by student affairs—should be intentionally grounded in the educational missions of colleges and universities. This grounding requires a clear understanding of these missions and the educational goals they embody, as these are the goals toward which educational efforts should be directed. These efforts include the creation of “educationally purposeful” (Boyer, 1990, p. 9) experiences that should enable students to learn, practice, and develop the attributes of a college-educated person. As listed in the SLI, the hallmarks of a collegeeducated person include: (a) complex cognitive skills such as reflection and critical thinking; (b) an ability to apply knowledge to practical problems encountered in one’s vocation, family, or other areas of life; (c) an understanding and appreciation of human differences; (d) practical competence skills (e.g., decision making, conflict resolution); and (e) a coherent integrated sense of identity, self-esteem, confidence, integrity, aesthetic sensibilities, and civic responsibility. (ACPA, 1994, p. 1) Although it is helpful to list particular aspects of development for purposes of clarity and specificity, it is important to note that these aspects, too, are inextricably intertwined. For example, a broad understanding and deep appreciation of human differences require a developed sense of empathy and reflective thinking skills. Effective conflict resolution presupposes a degree of self-esteem and, perhaps, civic responsibility that enable the individual to rise to the challenge of a situation in which fair treatment is at issue. The qualities associated with a college-educated person include more than the cognitive ability to engage in critical thinking; they also include such affective attributes as an eagerness to continue to learn, an appreciation of the value of working with diverse others on problems of mutual interest, the will to take personal responsibility for one’s views and actions, and the desire to make a positive contribution. From this integrated perspective, a successful educational experience simultaneously increases cognitive understanding and sense of self, personal maturity, and interpersonal effectiveness.