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Presentation CCSD 552: Parks' Theory of Faith Identity Development

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Kaley Lindquist

on 5 October 2012

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Transcript of Presentation CCSD 552: Parks' Theory of Faith Identity Development

Explorations: A Sophomore Experience "The activity of seeking and discovering meaning in the most comprehensive dimensions of our experience." “The significant attention many institutions now give to first-year students has actually made the second year the more difficult transition experience” (Tobolowsky, 2008) Why Sophomores? What were common trends throughout the interviews?

Why do you think students have a hard time locating offices on campus?

Where do many of these students get support on campus? One unit mandatory program for sophomores in place of chapel credit Explorations:
A Sophomore Experience Outdoor Spaces on and off campus Setting How does this information help you better understand your unique leadership style? Activity Forms of
Development Knowing Dependence Community 1. Conventional community 1. Authority bound 4. Interdependence Forms of Development Knowing Dependence Community Mentoring community Dependent/Counterdependent Video
Discussion Learning Outcomes Learning Outcomes As a result of this activity students will...

- learn their leadership style
- understand how their style affects a
potential career
- recognize leadership style differences
- gain a deeper understanding of
working with others in groups Limitations - Sophomore class size Faith Identity Development Theorist: Sharon Daloz Parks Presented by:
Kaley Lindquist
Taylor Altizer
Jamie Ondatje
Laurelyn Shaw Faith: (Parks, 2000, pg 7) 1. Dependent/counterdependent 2. Fragile inner dependence 3. Confident inner dependence “Sophomore Slump” – Freedman (1956)
“Students who have not clarified their reasons for attending college or have not selected a major may feel the inertia, confusion, and resulting stress that
define the sophomore slump.” 5. Convictional commitment 4. Tested commitment 3. Probing commitment Unqualified Relativism Presentation References Altizer, T. (2012, September 30).
Sophomore project video [Video file]. Retrieved from youtube.com/watch?v=9rLXhrIUwuU

Champine, S. (2012, September 17).
Interview by K.E. Lindquist [Personal Interview]. Freshmen beginnings.

Morwood, J. (2012, September 26).
Interview by K.E. Lindquist [Personal Interview]. Underclassmen Faith Questions.

Rogers, J. L., & Love, P. (2007).
Graduate student constructions of spirituality in preparation programs. Journal of College Student Development, 48(6), 689-705. 5. Open to the other 4. Self-selected group 3. Mentoring community 2. Diffuse community 2. Unqualified relativism Periods of Development Adolescence
Young Adult
Tested Adult
Mature Adult Based on tentative commitments that need further explanation (relationships, vocation, faith)

Example: Bryan “As if we are supposed to know that right now”
Sophomores are going to explore and gain knowledge before committing Probing Commitment Sophomores are beginning to question opinions, and making assumptions based on evidence, not what they hear

Example: Students response to Beginnings Common misconception: Survival without the help of other people.

Mentors are crucial at this stage so that sophomores learn to balance their own views with the views of others Fragile Inner Dependence When sophomores are experiencing dissonance, instead of seeking out the advice of authority, they are more likely to explore other possibilities
If this stage is encouraged by authority figures or mentors to seek truth outside of what they already know, sophomores will have a smooth transition to a healthy independence “Parks viewed faculty as having major responsibility for guiding students’ spiritual lives by creating communities of imagination where students’ ideas can be both challenged and supported” (208)

Example: Bryan, Bella and Jackie from video How does this add value to this group? How can you use this understanding to add to your future leadership roles? - Different levels of development - Different personalities/cultures - Willingness to share - Cooperation of students - Faculty/Staff availability (in terms of sophomores) Faculty Staff Team- creating a safe mentoring community Best for a Christian campus like APU Non-traditional class settings 10-12 Students per class, individualized experience creates a comfortable, relaxed atmosphere for sharing at the discretion of the facilitators nature encourages thought and discussion Reflect on life's meaning and articulate spiritual growth Understanding of personal faith journey Ask questions and find answers to personal vocation, purpose, and belonging Develop critical knowing skills and deeper commitments Develop own sense of self and faith, as well as recognize the need for interconnectedness Learn to create and experience a safe mentoring community Be prepared to participate in classroom setting
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