Revised Assumptions 1

Revised Assumptions Paper

Lucy Orr

University of Memphis

CERTIFICATE OF AUTHORSHIP: I certify that I am the author. I have cited all sources from
which I used data, ideas, or words, either quoted directly or paraphrased. I also certify that this
paper was prepared by me specifically for this course.

Signature_____Sarah L. Orr___________________ Date:______11/2/20___________

Revised Assumptions 2

We cannot be ignorant to the needs of our students and cannot actively choose to turn a

blindeye to the struggles that one may face during their time within higher education. Taking the

opportunity to look into the ways our policies affect students directly and the ways in which we

should proceed was a process within itself. We have reflected and addressed student

development throughout the semester, and for the most part, my ideals that I previously assumed

were validated through theories and research-based evidence. This was not necessarily surprising

because I would predominantly scale my thoughts as highly proactive, but I thoroughly enjoyed

being able to tag my ideologies into theories and learn more about self-discovery within student

development.

As I stated in my beginning assumptions paper, I think that there is a foundational

strength when higher education institutions employ diverse individuals within their departments.

This creates representation for those interested in the school and validates those already in

attendance. Students will have the opportunity to see successful individuals that represent them

personally, allowing them to reach out for support and guidance. When we look into the

Developmental Instruction Model, it specifically states that “diversity has to do with presenting,

and encouraging students to consider alternatives and perspectives” (Patton et al., 2016). With

this diversity, we are not forcing ideas and practices onto students but allowing them to be

welcomed into separate perspectives they may have never considered. Having diverse

institutions is not only important to those who are underrepresented but is also important to those

who have always been in the limelight, basking in their privilege. Uncomfortable conversations

that cause students to think critically have to be valued in this space and appreciated for the

authenticity that they bring to the institution. I found the steps within this model to approve of
Revised Assumptions 3

my introductory opinions and gave me more confidence moving forward into my student affairs

career.

What do we see as the key to a successful college experience for our students? Although

impossible to give one singular answer to the question, we are able to pinpoint the direction in

which we should be headed to create that experience. Throughout our discussions, many of us

have shared our own personal experiences within higher education as students. We have spoken

about what have been the makers and breakers and how they have either positively or negatively

affected our circumstances. As I evaluated their testimonials, I realized that communication and

curriculum that allows for critical thinking were at the top of nearly everyone’s list of things that

created a successful college experience. King and Kitchener’s Reflective Judgment Model

elaborates on the importance of curriculum allowing for these spaces of growth. Our text states

that “to aid in facilitating processes that promote reflective thinking, they proposed activities

providing effective support and challenge in the classroom. One approach to promoting

reflective thinking in multicultural education advocates for challenge and support in the

classroom” (Patton et al., 2016). This aids in the notion of creating a multicultural campus that is

emotionally intelligent in the needs of their students and employees. This evidence-based

research allowed me to further confirm that proper communication and curriculum fosters

growth within our students.

Although many of my assumptions were validated, I do believe that I gained a slew of

knowledge in regards to student identity. This was not necessarily something that I put a huge

emphasis on within my beginning assumptions outline. I realize after going through the

multitude of chapters that went in-depth in regard to identity that it, in fact, is crucial within

student development. When we look into Chickering’s Seven Vectors, different ways in which
Revised Assumptions 4

identity can be formed are outlined for us. The “establishing identity” vector states that “identity

includes comfort with body and appearance, comfort with gender and sexual orientation, a sense

of one’s social and cultural heritage, a clear self-concept and comfort with one’s roles and

lifestyle, a secure sense of self in light of feedback from significant others, self-acceptance and

self-esteem, and personal stability and integration” (Patton et al., 2016). That is nothing short of

a mouthful but a significant one at that. The experiences that we foster within our students are a

direct review of our jobs as student affairs professionals. Moving forward into a space that

provides change, communication, critical thinking, and identity-finding for all is crucial in

leading students through a successful college experience. So, although I assumed correctly in

regards to leadership and how it should look, I left out a key element that is a driving force to

positive experiences. Students have to have the opportunity to figure out who they are without

the boundaries that were once created by their parents. We, as pro-staff members within student

affairs, have to make it a point to create a space in which this growth can happen, safely and

appropriately.

In conclusion, the college experience is not a blanket set of rules that have to be followed,

but a spectrum in which students float on within their self-discovery. After discussing with my

peers, I identified that the Developmental Instruction Model, King and Kitchener’s Reflective

Judgment Model, and Chickering’s Seven Vectors were all theories that properly explained the

importance of identity, diversity, and reflective discussion within the student development

period. Although every student and their experiences will be different, we can do our best as

administrators to properly support that journey. By creating and editing policies that will better

support our students, we communicate that their experiences are validated and heard. By

allowing them access to reflective thinking within their curriculum, we allow them to open
Revised Assumptions 5

themselves up to uncomfortable conversations that will better prepare them for the world they

are stepping into. As I previously mentioned, I do believe that my beginning assumptions were

validated as we got farther into the content, but I became better informed on the importance of

self-identity and discovery throughout this course! Bringing this knowledge and understanding

into my career as a student affairs professional within the next few years will do nothing but

boost my skills with my students.

Revised Assumptions 6

References

Patton, L. D. (2016). Chapter 13: Psychosocial Identity Development. In Student development in

college: theory, research, and practice (pp. 296–299). essay, Jossey-Bass.

Patton, L. D. (2016). Chapter 14: Epistemological and Intellectual Development. In Student

development in college: theory, research, and practice (pp. 320–330). essay, Jossey-Bass.