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Introduction
The Adams Concept Map is built upon the theoretical models of Institutional Departure
(Tinto, 1993) and the Seven Vectors: General Development Directions (Chickering, 1993).
Based closely on the Tinto model, in that the Adams Concept Map has six theoretical points of
inflection, the Adams map attempts to integrate the personal, academic and social development
of the student through the institutional and social journey of the collegiate academic experience.
In defining each step of the Adams Concept Map, the theoretical underpinnings and models of
student development are reviewed, practical application of each step is hypothesized and
outcomes from each step in the approach are contextualized through the personal, academic and
social development of the student.
Adams Concept Map Step One: Institutional Selection & Student Attributes
The Tinto model of Institutional Departure identifies pre-entry attributes which greatly
affect the initial year/s of the collegiate experience. These influences include family background,
skills/ abilities, and prior schooling; all which influence each student differently (Tinto, 1993).
These influences not only shape the student and their abilities, but also their selection choice and
educational paths in institutions of higher learning. According to Chickering, students in this
developmental stage are characterized by low levels of intellectual, physical and interpersonal
confidence. Chickering reflects that these low levels of confidence are generally characterized by
a lack of confidence in ones abilities (Chickering, 1993, p. 38). Also noted by Chickering are
low levels of emotional independence of students exhibited by first year college entrants.
Students developing emotional management skills in this stage may exhibit little control over

disruptive emotions, little awareness of feelings and the inability to integrate feelings with
actions (Chickering, 1993, p. 38).
The first step in the Adams Concept Map reflects the theoretical influences of Tinto and
Chickering through the following steps: K-12 Competence, Family Influence and Social/Societal
Influences. As students select which institution of higher education to attend, they are generally
equipped with the competence of a recent high-school graduate. Although this may not be the
case for many community college students, an appropriate level of confidence generalized is that
of a graduate of a K-12 school system. That being said, adolescents and young adults are highly
influenced by their families and social/societal stimulants in the choice of a higher education
institution. Lacking internal competence and emotional management skills, students in this step
initially select an institution and move toward the next step in the concept map carrying these
family and social influences with them; where intended outcomes of this step are theoretically
manifested.
Adams Concept Map Step Two: Goals and Learning Path
From the institutional selection and student attributes phase of the concept map, students
begin to define their internal/personal direction in the Goals and Learning Path step in the Adams
Concept Map. Tinto illustrates this step in the student development cycle as student intentions
manifesting themselves through goal and institutional commitments (Tinto, 1993). Tinto
recognizes that this phase is closely linked to decision making, albeit affected as related to family
and social influences. This step sets the stage for more autonomous academic, personal, and
social development throughout the educational experience. Chickerings Third Vector, Moving
Through Autonomy Toward Interdependence, recognizes that students in this developmental

stage continue to lack emotional dependence, self-direction and problem solving skills that will
allow them to develop in an autonomous fashion (Chickering, 1993, p. 38).
The Adams Concept Map defines this step as Goals/Learning Paths. In this step students
hypothetically move from family influence to more internal/personal direction. Also, K-12
competence now should be translated semi-autonomously into educational goals that stimulate
learning interdependence. It is recognized that this step may still be influenced by social/societal
influences that will undoubtedly affect the interactions/emotions of the student. This influence is
not a negative influence as students will mature in a social/societal sense; influencing future
perceptions and interactions throughout the collegiate experience.
Students moving through this step of the Adams Concept Map should realize many
changes as they begin to integrate their institutional experiences. Outcomes of the first and
second steps are joined at this phase in the concept map including developed intellectual,
physical and interpersonal competence as the student begins to make more independent choices
(Chickering, 1993, p. 38). Students will also begin to show management skills through their
emotions and the accompanying impact on social/societal relationships. Finally as students begin
to make more independent choices through their academic and social/societal paths, they will
develop freedom from continual re-assurance from their past family and societal influences;
developing skills of instrumental dependence and the importance of interdependence on ones
self (Chickering, 1993, p. 38).
Adams Concept Map Step Three: Institutional Experiences
The Institutional Experiences step in the Tinto model of Institutional Departure combines
the academic and social systems of learning. Tinto separates these forms of learning to

accentuate the impact of faculty/staff interactions on academic performance and learning, as well
as extracurricular activities and peer group interactions on social development (Tinto, 1993).
These complex relationships between academia and social experiences begin to shape and
change the student, as described by Chickering. The Chickering Vectors of Developing Mature
Interpersonal Relationships and Establishing Identity begin to take place in this step of the Tinto
Model. Students develop caring relationships with others and begin to explore learning through
acceptance of themselves as independent individuals in the social and academic environments
(Chickering, 1993, p. 38).
Common in the Institutional Experiences step in the Adams Concept Map are Academic
and Social Experiences. The Adams model focuses on the development of independent learning,
interactions with academic faulty/staff and the developing capacity for group learning as key
outcomes of institutional experiences. Like the Tinto model, the Adams model places emphasis
on peer group interactions, extracurricular activities and the development of tolerance and
capacity of others as key social developments. An additional component in the phase of the
Adams model is Service Learning. Service Learning in this sense can be operationally defined by
an internship, practicum, volunteer service or any other activity that integrates the theoretical
underpinnings of academia with practical application of knowledge. Through this step students
will realize their competence in academic skills learned, integrate academic knowledge in society
and continue to reinforce self-acceptance, esteem, and self-reliance. Students moving through
this step in the Adams Concept Map will begin to function and thrive as independents, on the
cusp of integrating knowledge and forming expanded opportunities in the academic and social
worlds.
Adams Concept Map Step Four: Integration

The activities that fall within Tintos Institutional Experiences phase culminate through
academic and social integration. In the Tinto model, this phase falls between Institutional
Experiences and Goals/Commitments (Tinto, 1993). Students in this phase will begin to establish
their own identities and begin to build develop purpose through the comingling of academic,
social, and service learning components (Chickering, 1993, p. 38). Students will have established
their identities, which began to evolve through institutional experiences and integrate these
unique identities with a sense of purpose. Through this integration, students will develop clear
vocational goals, more sustained, focused and rewarding activities, and develop stronger and
more meaningful family commitments (Chickering, 1993, p. 38). The anecdotal application of
Tinto and Chickering during this phase can be characterized by the phrase, where the rubber
meets the road.
The Adams Concept Map breaks the Integration step in the Tinto Model into its own
unique step, as opposed to being a transition step between Institutional Experiences and the
Goals/Commitments steps. This change is made to reflect the profound development of the
student that takes place during this time. Realizing clear educational goals, free from the
influence of family and social structures is a distinguishing feature of student development. At
this point in ones educational career, the student has had an opportunity to study and apply
knowledge independently, a profound determinant in developing an individual educational plan.
The product of clear educational goals is the engagement of focused learning activities and
interactions. Students will begin to seek out specialized coursework, follow learning activities
from the classroom into the field, and involve themselves in greater societal functions involving
their field. One example of his comprehensive integration is the study of media and news when
students are able to learn, absorb, and apply real-world activities to their field of study. Likewise,

family and social relationships change as the student expresses their newfound identity with their
family and peer groups. This change is reflected not only in their dialog and viewpoints, but
encompasses the skills and attributes developed over the course of Chickerings Vectors. Family
and friends may notice a change in the student from that of a dependent in need of guidance to an
individual that is developing an independent pathway.
Adams Concept Map Step Five: Expanded Goals, Learning Social/Paths
Tintos model stage of Goals/Commitments revisits and redefines intentions, goals and
institutional commitments and external commitments from the early steps of the model (Tinto,
1993). Revisiting this step represents a realignment of academic and social priorities, a result of
the academic experience. Rounding out the Chickering Vectors of Establishing Identity and
Developing Purpose, students will being to Develop Integrity and become active participants in
the community. Students will demonstrate their values, understand their role in social
responsibility and participate in society with congruence and humanity (Chickering, 1993, p. 39).
The culmination of the realignment of the Goals/Commitments section of the Tinto model leads
to a departure decision of the collegiate experiences.
The Adams model, like the Tinto model revisits and expands the goals of the student but
emphasizes the learning and social paths that student will embark as they finish their academic
careers. Students will immerse themselves in the subject matter and pursue higher levels of
education or they may revise their learning goals and proceed down another path. Students in this
stage will demonstrate academic and social competence and become active members in society
based on their development of knowledge. Social and family responsibilities will be realized,
understood and students will take a personal commitment to their service and external

responsibilities as citizens. These expanded goals and learning/social paths integrate the
collegiate and personal development of the learner, providing academic competence,
interpersonal and family relationship capacity, and the sense of self, internally and externally.
The experiences and departure points within the Adams model integrate themselves as
concurrent influences on the final decision of the collegiate experience, equally effecting the
departure decision of the student.

Bibliography

Chickering, A. W. (1993). Education and identity (2nd ed.). San Francisco: Jossey-Bass
Publishers.

Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition (2nd ed.).
Chicago, Ill.: University of Chicago Press.