Although prominent theories in college student development cover a breadth of developmental aspects and draw from various fields of study, the literature lacks a developmental theory that explains the neurological processes that occur during student development. This literature review uses Neuro-semantic Language Learning Theory (Arwood, 1983;…

Drawing on the sociocultural theoretical (SCT) perspective, we offer a microgenetic analysis of mentor-mentee interactions in the context of pre-service teachers' practicum in a Master's program for Teaching English as a Second Language (TESL). Following two pairs of mentors and mentees, we analyze audio-recorded interactions and interviews and…

As the information environment becomes increasingly complex and challenging, Library and Information Studies (LIS) education is called upon to nurture innovative leaders capable of managing complex situations and "wicked problems." While disciplinary expertise remains essential, higher levels of mental complexity and adaptive…

Theories of student learning and development are particularly important in leadership education because they make prescriptions about how people can adopt increasingly complex ways of being, knowing, and doing--essential forms of development for leadership learning. Increasingly, there is a call for leadership educators to adopt interdisciplinary…

The developmental psychology of mathematical thinking and the clinical interview method can make major contributions to education by transforming the process of formative assessment--the attempt to use information concerning student performance, knowledge, learning potential, and motivation to inform instruction. The clinical interview is a…

Though it is being widely argued that expanding young people's capacity to learn is a viable and desirable goal of education, it it not always clear what this means, how it is to be achieved, and how the effectiveness of interventions is to be assessed. It is argued that the capacity to learn should be interpreted as a portmanteau term that…

Synthesizes six theories of cognitive development in college students, provides a method for intentional informal assessment, and presents information on applying cognitive development theory in practice. Warns that cognitive development alone will not fully illuminate or adequately explain the developmental journey of college students as their…

Originally published in March/April 1996, advances an integrated perspective on learning and personal development by viewing the cognitive and affective dimensions of development as related parts of one process. Proposes that from this integrated perspective, a successful educational experience simultaneously increases cognitive understanding and…

Originally published in March/April 1996, examines the research literature examining the effects of students' out-of-class experiences on academic, intellectual, or cognitive learning outcomes. Identifies those aspects of students' out-of-class experiences over which student affairs professionals have some control through policy or programmatic…

Traces the relationship between human development and education through various philosophies. Explores differences in early forms of understanding, the goals of education, and the kinds of knowledge that specific fields require. Encourages a form of apprenticeship to provide students with a model for bridging the gap between scholastic and…

The cognitive/developmental theories of Jean Piaget and John Dewey assert that people learn by doing and that they grow intellectually by tackling demanding problems. It is this active, problem-solving orientation that is central to a cognitive/developmental approach to composition teaching. Six core principles can serve as guides for composition…

Challenges the assumption that the human brain grows in a smooth upward curve, provides an alternative explanation for how children learn, and establishes a developmental foundation for how counselors can facilitate intellectual, social, and emotional growth of students. (ABB)

This paper estimates the relative importance of three, theoretically interrelated sets of variables on changes in students' intellectual curiosity and interest in learning for its own sake. Variables being analyzed are: (1) students' curricular experiences; (2) students' formal instructional experiences and classroom-related contacts with faculty…

The Winthrop College Critical Issues Symposium for freshmen is discussed, with attention to the format of the seminar, the theoretical bases, seminar goals, strategies employed, administrative and political factors, faculty development opportunities, and assessment. The symposium is designed to help freshmen become active learners, questioners,…

The paper describes an experimental program for college freshmen which applies Piaget's theory of human development to students' academic and social experiences. The program, Accenting Development of Abstract Processes of Thought (ADAPT), was designed to facilitate movement of students from concrete operational thought patterns to more formal…