Running head: THEORY TO PRACTICE 1

Theory to Practice: A Kappa Sigma Story

Tyler Davis

Western Carolina University

THEORY TO PRACTICE 2

Theory to Practice: A Kappa Sigma Story

Introduction

As future student affairs professionals, it is important we use student development

theories when working with students or student groups. Using theory to guide our practice when

working with students will not only benefit the student and their development but also our

knowledge of using theory in everyday interactions. As a graduate student, I have witnessed

many students demonstrating behaviors that reflect specific student development theories.

Throughout this paper, I will describe a situation in which I interacted with a student and

witnessed this student demonstrate behaviors associated with two student development theories.

In doing so, I will give context of the situation, briefly explain the theories demonstrated, how

the theories apply to the situation, and how my knowledge of the theory informed my response.

Description of Situation

I was working at Publix Super Markets on Sunday, March 1, 2020 when one of our front

service clerks approached me at the customer service desk. I soon learned the front service clerk,

Brayden, was a freshman at Western Carolina University. After speaking with him for a few

minutes, I realized that he was part of the Kappa Sigma Colony at Western Carolina University.

As a brother and founding father of the Upsilon-Theta Chapter at Saint Leo University, I was

eager to listen to Brayden explain his ongoing journey to becoming a brother and founding

father. Upon learning I was a brother and alumni from a situation similar to his, he immediately

asked about my experience as a founding father, the process of installation, and how the two

impacted my experience. He also asked about the different positions I held during my time as an

active member. Once I was finished sharing my experience, I asked Brayden to share his current
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experience (i.e. how he felt about the process, any concerns he has, and his aspirations as well as

his fears and worries).

Throughout our conversation, Brayden mentioned that he wanted to be more than just a

member of his chapter. He expressed a strong interest in wanting to become president and/or

hold a similar executive committee position while an active member. He mentioned how he is a

legacy (member whose immediate family is/was a member) and how he wants to make a positive

impact on his chapter and his community. As Brayden told me this, he seemed to doubt his

ability in achieving presidency in his colony of Kappa Sigma. I reassured Brayden that in my

opinion, leaders are not born but they are developed through experience and mentorship. Among

many other aspects of our conversation, Brayden clearly demonstrates behaviors associated with

two theories, Validation and Student Involvement.

Description of Theories

The first theory I witnessed playing out was Student Involvement Theory by Alexander

Astin. Astin (1999) says that student involvement refers to the amount of energy, both physical

and psychological, a student dedicates to their academic experience. For example, a student who

is involved in their academic experience may devote time to their studies, classwork, and

extracurriculars whereas an uninvolved student may neglect these areas. This theory also states

that the greater the student’s involvement, the greater the amount of student learning and

development will occur (Astin, 1999). The theory of student involvement, however, does not

focus solely on the involvement of the student in the curriculum, but extracurricular activities as

well; and the student’s perspective on whether their involvement is due to internal or external

factors.
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In addition to the student involvement theory, I also witness Brayden exhibit behaviors

associated with Validation Theory by Laura Rendon. Validation is defined as, “an enabling,

confirming and supportive process initiated by in- and out-of-class agents that foster academic

and interpersonal development,” (Rendon, 1994, p. 44; Patton, L.D., Renn, K.A., Guido, F.M., &

Quaye, S.J., 2016, p. 39). Rendon (1994) goes on to say that validated students experience

confidence in their ability to learn as well as feelings of self-worth and the belief they have

something to contribute to the academic community. According to Rendon (as cited in Patton,

L.D et al., 2016) validation is not a one-time occurrence or end goal. Rather, it is a process

because the more a student is validated, the more successful and deeper the academic and

interpersonal experience. The process of validation ultimately promotes student success.

Applying Theories to the Situation

When reflecting back to my conversation with Brayden, his words and behavior clearly

echoed particular points of both student involvement theory and validation theory. Brayden’s

desire to join Kappa Sigma and become involved in colonizing a chapter clearly reflects the

definition student involvement. The process to colonize a chapter is long, extensive, and takes a

high level of dedication and patience. Brayden’s expression of his dedication and patience with

this process shows the amount of his physical and psychological energy he has put into Kappa

Sigma. Furthermore, Astin (1999) says that the greater a student’s involvement, the greater their

personal development. Brayden’s passion and dedication to being involved with Kappa Sigma

clearly reflects the student involvement theory.

Rendon’s validation theory is much clearer to identify upon looking back at my

interaction with Brayden. His simple request for advice about his decisions reflect the theory of

validation. For example, upon discussing the possibility of Brayden running for an executive
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committee position, Brayden hesitated and seemed to doubt himself. According to Rendon (as

cited in Patton, L.D et al., 2016), validation is necessary for all students but particularly

important for students who doubt their ability to succeed. I validated Brayden in telling him that

leaders are not born but developed through experience and interactions with others. I also told

him if he wants to run for an executive committee position, the passion and dedication he already

shows for his fraternity is sure to earn him any position he wishes.

Implications and Future Considerations

Throughout my conversation with Brayden, I did not know which theory or theories were

playing out. Instead, I began to ask myself how could I support this student, meet him where he

is to understand where he is coming from, and how will he take my responses? Each of these

questions racing through my mind and being answered in a split second as Brayden was talking.

I knew that to meet Brayden where he was and support him, I needed to take a step back and

think about how my experiences was at that time.

Having knowledge of validation theory and student involvement theory, my responses to

Brayden needed to be supportive and encouraging while also challenging any preconceived

notions. For example, I challenged Brayden to recognize that certain things that occur in the

chapter cannot be controlled, even though they may seem like they can be. An implication I have

about situations like this is younger students, particularly freshman, are students that need

constant support and validation as they journey through their first year(s) of higher education.

For similar situations in the future, I will use my knowledge of student development theories as

well as my interaction with Brayden to inform my responses.

Throughout this paper, I described a situation in which I interacted with a student who

demonstrated behaviors that were associated with two student development theories. In doing so,
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I briefly explained both theories and how those theories applied to my interaction with the

student. I also gave some insight on how validation theory and student involvement theory

informed my response and how I will use my knowledge of theories as well as this experience to

inform future responses when handling similar situations. It is crucial that as student affairs

professionals we understand student development theories, their connection to our

profession/field, and how we can use theory to inform our practice in working with the student

population.
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References

Astin, A.W. (1999) Student involvement: A developmental theory for higher education. Journal

of College Student Development, 40(5), 518-529.

Patton, L.D., Renn, K.A., Guido, F.M., & Quaye, S.J. (2016). Student development in college:

Theory, research, and practice. San Francisco, CA: Jossey-Bass.

Rendon, L. I. (1994, Fall). Validating culturally diverse students: Toward a new model of

learning and student development. Innovative Higher Education, 19(1), 33-51.