Developing Leaders in a Global Community:An Integrated Model of Student Development

Westminster CollegeFulton, Missouri

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he student developmental model for Westminster College provides an organizing framework to coordinate and integrate educational and developmental programs and activities throughout the entire Westminster experience. It flows from the Columns Concept,

the statement of institutional purpose that embodies our College mission and guides everything we do to educate students.  The developmental model is theoretically informed, drawing upon the literature on adolescent and college student development for guiding principles. Founded in research, the model is designed to fit the Westminster context. It is goal oriented, student centered, and continuously assessed. The model provides a way of thinking about the transformation that takes place between the columns, from first year student convocation through graduation. 

Because we are a liberal arts baccalaureate institution, the majority of our students come to Westminster with limited life experience. Therefore, the design of our developmental model begins with the Fundamentals of Student Development—basic guidelines that ensure an individualized program for each student, that challenge students to take responsibility for their own learning, and that encourage students to learn from their experiences.

Building on these fundamentals, the Developmental Concepts provide some guiding principles for our model: developmental readiness, meaningful and integrated developmental experiences, challenge and support, feedback and reflection, and development for a lifetime. Through these concepts, students are prepared to make the most of their experiences, are inspired to excel within a highly supportive environment, are given the guidance they need to understand and internalize their development, and are encouraged to become lifelong learners.

The Westminster plan for student development touches students in all aspects of personal growth, including intellectual, ethical, professional, social, and wellness.  As we focus on these Developmental Domains, we structure programs in an intentional and integrated way.  Following the model of our general education program, which first gives students a foundation in skills, then exposure to a broad base of knowledge, and finally a capstone experience that encourages integration of learning, all developmental programs seek to model this “tiered” structure in order to maximize student development.  At the same time, we seek to integrate the domains so that students are able to make meaningful connections among their learning experiences.

Finally, Assessment of the model is crucial to its success. In all areas of the College, goals for student development will be clearly stated and clearly linked to the College mission. Programs will target these goals through the integration of the developmental domains. Assessment measures will focus on these goals while measuring a range of outcomes.

The document that follows spells out in detail our first principles for student development in all areas of campus life, including the classroom, the sports field,

Introduction

an experiential learning environment, a student organization, or a work-study position.  This student development model articulates for the Westminster community our shared understanding of how we organize all such programs.

The Columns Concept The Columns Concept captures the transformation that takes place for

students at Westminster College between the Columns—from convocation to commencement.  The concept expresses succinctly what we stand for, our enduring sense of purpose, mission, and values. It is expressed by and for the members of the Westminster community, and it provides focus and direction to everything we do as a college. It is a deep, internal, and collective understanding of what we can do better than other selective liberal arts colleges.

At Westminster College, we excel at developing young men and women to be leaders in a global community.

Developing Leaders. The first part of the Columns Concept succinctly summarizes the mission statement—to educate, inspire, challenge and prepare thoughtful leaders of character who will lead lives of success, significance, and service. Liberal arts colleges were established to prepare leaders for society; hence, a liberal arts education is fundamentally about leader development. In the liberal arts tradition, we understand leader development as education of the whole person—mind, body, and spirit. A broad general education in the arts and the sciences, coupled with depth of study and integrated experiential learning opportunities, nurtures the whole person. The acquisition of leadership skills through study and practice is important, but even more critical to leader development is the cultivation of enduring characteristics and habits of an educated person: creativity, intellectual curiosity, critical thinking, decision making, life-long learning, openness, valuing, moral reasoning, and the ability to apply knowledge productively. We understand these attributes, noble aims of a liberal education, to be essential qualities of effective leaders. Therefore, every member of the Westminster community plays an important role in leader development.

Our interconnected and dynamic world requires broadly educated men and women of character who can make a difference at all levels of society—family, neighborhood, community, state, nation, world. All programs at Westminster are designed to develop people of character, ideas, and action who will be tomorrow’s leaders. Leader development and civic engagement go hand-in-hand, as we help students understand the vital role they play in shaping—even transforming—our world. As engaged citizens and leaders, Westminster graduates will seek to improve the quality of life for everyone; they help people, groups, and organizations transform for the betterment of each individual and

the whole. They also learn to lead themselves before leading others. Westminster graduates’ success is measured not merely in terms of their accomplishments but by the achievements of those they serve.

At Westminster we understand that leadership is less about a position or a role and more about an identity… a way of being in the world. We exercise leadership when we step forward to make a difference, mobilizing others around a shared vision to make adaptive change happen for the common good. In this case, everyone can be a leader, regardless of role or position.

In a Global Community. The second part of the Columns Concept acknowledges that the community in which graduates will live, learn, and serve has expanded dramatically in the 160 years since the College’s founding. Global interdependence is a reality now and will be even more so in the future. We understand that leaders at all levels of society must comprehend and appreciate the complexities of global interdependence as they strive to make a difference in whatever context they find themselves. In today’s world, an education without a global perspective is incomplete; citizens of any particular nation must also be citizens of the world.

Because our graduates will live and lead in an interdependent and interconnected world, we have deliberately created a highly diverse international campus--a global community--where American students with a wide range of backgrounds live and study with students from many countries around the world. We believe that this diverse community offers students a unique opportunity to sharpen critical thinking skills, increase cross-cultural awareness, test and strengthen their values, and ultimately succeed in a global marketplace.

Within the Westminster curriculum, students are taught to think critically about global issues and solve problems from an interdisciplinary perspective that connects the sciences and technology with the humanities and social sciences. They are exposed to the study of new languages and cultures. They are expected to engage in on-campus educational activities that promote cross-cultural understanding; at the same time, they are encouraged to study abroad in order to immerse themselves in another culture. Westminster students graduate with the ability to engage the world, whether by living and working abroad or at home.

Westminster College prepares leaders for life in community, emphasizing service to others and collaboration with all members. Our graduates are leaders who appreciate interdependence, serve with integrity, respect diversity, promote fairness, and share responsibility in ways that make a positive difference in the lives of all people. Our students experience a rich sense of community from the day they step foot on campus, as we place great emphasis on active participation in the life of the College, commitment to the local community, and the development of cross-cultural understanding.

Fundamentals of Student DevelopmentAs a residential liberal arts baccalaureate institution, the Westminster College

student population has historically been composed of young men and women in their late teens and early twenties. The vast majority of our students come to college directly from high school, and they arrive on campus with relatively limited experiences beyond their immediate family and local community. The literature on college student development clearly shows that the fundamental developmental challenges for this age group involve the broadening of their world view and the development of more encompassing perspectives on themselves and their world. Such perspectives are more adaptive, particularly in a diverse global community. The transition from late adolescence to early adulthood often involves a shift in focus from an orientation on individual needs to an orientation that considers the needs of others. Ultimately, the challenge of the college years is to help students develop an autonomous, self-authored sense of self that allows them to face the complex mental, social, emotional, and spiritual demands of modern life.

Successful student development requires the integration of several important considerations: individualizing developmental programs to students’ interests, needs, and motivations; challenging students to take responsibility for their own development; and encouraging students to learn from their experience.

Individual Uniqueness. Every student brings a unique set of talents and experiences to college, and these differences in background may significantly influence how individual students will respond to the wide array of opportunities they encounter at Westminster. The challenge is to provide enough structure to make the Westminster education meaningful to all students while also tailoring developmental activities to support individual growth. Responding to this challenge requires a fine balance between the intentionality and the individuality of the Westminster experience.

Student Development is a Shared Responsibility. The staff and faculty are dedicated to providing meaningful opportunities for student development within the context of academic and student life programs. Westminster offers students a wide array of engaging educational experiences, but each student must take responsibility for seeking appropriate developmental experiences and making the most of them. Faculty and staff provide guidance, support, and encouragement, but personal growth is best nurtured when students take responsibility for their education.

Learning from Experience. Whenever possible, we should create the conditions for student success and then reinforce their achievements. However,

despite the wide range of support we provide, we also know that students will at times fail to meet the high expectations of our learning community. When students fail, faculty and staff help them make sense of the failure and respond appropriately in the future.

Developmental Concepts Five general concepts provide the foundation for Westminster’s model of

student development: developmental readiness, meaningful and integrated developmental experiences, challenge and support, feedback and reflection, and development for a lifetime. These concepts, which we have drawn from the scholarly literature on college student development, guide how we organize and operate our educational programs.

Developmental Readiness. Westminster encourages students to be open to growth and prepared to fully engage in developmentally rich activities. The pace of life at Westminster is fast and furious; students can easily find themselves running from one activity to another without understanding how these experiences relate to our educational goals. Faculty and staff prepare students for each leaning opportunity and help them connect the activities to our overall goals.

Meaningful and Integrated Developmental Experiences. Students develop when faced with opportunities that encourage them to see themselves and their world in new ways. In general, experiences that are new or challenging foster development by promoting broader and more encompassing ways of understanding. While many such experiences are intentional, others are informal. Students are encouraged to connect their learning across different settings, and faculty and staff intentionally integrate developmental activities inside and outside the classrooms. Knowledge, critical thinking, creativity, and communication skills acquired in academic courses are brought to bear during service learning, internships, independent research, and study abroad. Conversely, students draw upon their understanding of these out-of-class experiences to facilitate deep learning in academic courses.

Challenge and Support. In structuring developmental experiences for students, faculty and staff seek the right combination of challenge and support. Westminster stretches students to accept challenges beyond what they think they can handle while also helping them feel safe enough to consider new ideas, try new activities, and make significant decisions on their own. We allow students to make meaningful decisions, and then we expect them to be responsible for their choices.

Feedback and Reflection. For collegiate experiences to result in development, students must receive meaningful feedback and have the opportunity to reflect on their experiences. We provide students both formal and informal feedback throughout their time at the College. Westminster faculty and staff encourage students to reflect on their learning throughout their education.

Development for a Lifetime. At Westminster, we develop students to be life-long learners; therefore, we expect that students will continue their development after graduation. Our aim is to prepare them for the journey beyond the columns.

Developmental DomainsWestminster targets five domains of student growth: intellectual, ethical,

professional, social, and wellness. Together, these domains allow us to structure and integrate developmental programs and activities. Students experience meaningful opportunities to grow in each of these domains.

Intellectual. Leader development is the long-standing mission of Westminster College as well as the classic aim of a liberal arts education. Leaders have a broad base of understanding and possess the intellectual skills needed to engage in critical thinking, creativity, and effective communications. With knowledge expanding exponentially, leaders should be independent, self-directed, life-long learners if they are to maintain the competence to lead effectively in a global community.

Ethical. The undergraduate years are a time of exploration and experimentation as students seek their own answers to the fundamental questions of life. This quest for personal meaning is central to a liberal education. Westminster College explicitly nurtures in students the values of integrity, fairness, respect, and responsibility--essential characteristics of leaders. Development in this domain involves cultivating perspective, moral sensitivity, and judgment as well as the fostering courage and confidence to act wisely in morally challenging situations.

Professional. Leaders also need the fundamental skills necessary for success in the professional world. Westminster students learn to take responsibility and manage their time and multiple tasks effectively. They learn to collaborate with others and solve problems independently and as a team member. At graduation, they have a sense of vocational direction, posses the confidence to assert themselves, and are able to pursue professional employment. As leaders, they possess effective strategies for helping individuals, groups, and organizations transform for the betterment of each person and the whole.

Social. Leaders are able to interact effectively with others; they must be able to determine appropriate behavior across a wide variety of diverse situations. Westminster graduates are expected to be globally aware and culturally sensitive. They are able to conduct themselves with compassion, dignity, courtesy, and tact. Proper bearing, mature deportment, civility, and effective interpersonal communication skills mark the social interactions of Westminster graduates.

Wellness. Leaders maintain physical, spiritual, and mental health to support effective actions. Westminster students appreciate the inherent risks of alcohol and drug use, understand the importance of a healthy diet and personal exercise, and respect the health and wellbeing of others. Westminster graduates evince a lifetime commitment to wellness and appropriate ways for dealing with stress and personal relationships. They also encourage others to maintain a healthy lifestyle.

Guidelines for Designing Developmental Experiences

Five principles guide how we design developmental programs and activities at Westminster College. These tenets guide our approach to the structure, content, and process of student developmental programs and activities.

Westminster Community. Westminster College is a close, caring community that offers students individualized attention and support and invites them to be fully participating members campus life. Student development programs provide meaningful educational experiences in which students are responsible and accountable for their actions, all with the understanding that they are preparing for the more complex challenges they will face after graduation. To that end, Westminster provides a global community on campus and offers all students the opportunity for an international experience. Our students realize that citizens of a community must also be citizens of the world.Goal-Oriented. At Westminster College, all formal developmental activities contribute directly or indirectly to the development of students as leaders in a global community. Explicit goals of educational programs and activities connect to our institutional identity and mission.

Progressive. Westminster structures its developmental activities to facilitate students’ progression toward our educational goals. Initial experiences are structured to equip students with foundational knowledge and skills. As they progress, students explore a broad range of ideas and experiences designed to expand their perspectives. Later in their development, students are challenged to integrate different perspectives to respond effectively to complex and challenging situations. Throughout their time at Westminster, students are expected to assume increasingly more responsibility as they progress toward graduation.

Integrated. Developmental programs and experiences are integrated across the five developmental domains. Faculty and staff reinforce learning across domains and contexts, so that developmental programs are fully integrated. Achieving such integrity of purpose and process requires that all members of the Westminster community understand the mission, student development model, and their role in the developmental process.

Individualized Intentionality. Developmental programs and activities are intentionally designed with our leader development goal in mind. We expect that all students will walk through the columns at graduation prepared to make a difference in the world, wherever they find themselves. However, each student is a unique individual and there is no one best approach to a liberal education for leadership. Therefore, Westminster offers multiple paths to our broad educational outcomes. For example, students explore all six contexts in the general education curriculum, but the selection of courses and experiences to fulfill this intentional requirement is left to the student, guided by a faculty advisor. Students select an academic major, and again, the choice is theirs and many opt for a self-designed major. Similarly, students learn leadership, teamwork, and problem solving in a variety of academic and student-life activities.

Structuring Developmental Programs and Experiences

The design principles described above are applied to the structure and implementation of developmental programs and experiences in each domain. This section offers a broad framework for organizing our approach to student development. Organized around the developmental domains, the framework offers a progressive and sequential approach to developmental outcomes and processes. This approach borrows from New Foundations the concept of developmental tiers, but expands the idea to all developmental domains and programs. Developmental programs and activities are structured so that students progress from foundational experiences, through broadening exploration, and finally to integration. For each tier in each domain, the model articulates broad learning outcomes and processes reflecting our developmental principles. This framework guides faculty and staff in the design and implementation of programs, courses, and activities.

Tier 1: The Foundational Tier The foundational tier engages students in courses and activities that hone basic academic and interpersonal skills needed for future growth at Westminster College. Additionally, this tier provides students entry experiences in teamwork and self-exploration. These skills provide the basis for success in subsequent learning activities.

Tier 2: The Exploratory Tier The exploratory tier invites students to pursue a wide range of subjects, experiences, and activities designed to broaden their perspective on themselves and their world. Students engage in experiences through which they learn more about their knowledge, skills, interests, and values. They learn to apply different disciplinary perspectives in a variety of contexts, and they are challenged to become involved in a wide range of co-curricular activities and take on campus leadership roles.

Tier 3: The Integrative Tier In the integrative tier, students are challenged to connect their learning across tiers within each developmental domain as well as across domains. Students apply theoretical learning from the classroom in research, campus leadership, and community service. Students in the third tier know themselves and their values, and live their lives in accordance with this knowledge.

While the domains and tiers describe the areas in which students develop, it is important to note that the broader context described by the eleven college learning goals still applies. By design, all goals, such as critical thinking, communication, and global interdependence, are infused throughout the domains and tiers.

A Model of Student DevelopmentBuilding on the principles and structure established above, this section presents

a model for student development at Westminster College.

Intellectual In the academic program, which has primary although by no means exclusive, responsibility for intellectual development, students engage both general education and study in depth. Learning experiences in both the general education curriculum and the major share the three-tier structure. Tier one. Learning outcomes include basic mathematical, communication, methodological, academic, and self-regulation skills necessary for success at Westminster College. Within the general education program, students in the first tier take foundational courses in academic writing, a foreign language, and mathematics. Additionally, through the Westminster Seminar, students are introduced to basic college level work, emphasizing critical thinking, written and oral communications, study skills, collaborative learning, and time management. In the major, the foundational tier introduces students to fundamental concepts and research methodologies in the discipline.

Tier two. Learning outcomes include the broad knowledge base expected of a liberally educated person, the ability to self-motivate in academic pursuits, and

the ability to use critical thinking to solve problems. In the general education program, learning outcomes include the college learning goals for each context. In this tier, students are introduced to a variety of academic disciplines. They begin to match their interests and skills to an area of future study and begin to consider career choices. In the major, students sample from courses that treat the range of questions, topics, and problems addressed by the discipline.

Tier three. Learning outcomes in the third tier focus on connecting knowledge and skills to complex, multifaceted problems or issues. Students are able to ask questions of their own learning and to extrapolate and integrate knowledge and skills from diverse areas. They demonstrate effective college-level communication skills and evince a commitment to self-directed, life-long learning. In general education, students take courses that challenge them to connect their knowledge from a variety of disciplines. In the major, students complete one or more capstone experiences (e.g., senior thesis, independent research, internship portfolio) that challenge them to apply their knowledge and skills to open-ended problems and learning experiences.

Ethical

Tier one. Learning outcomes include an awareness of different perspectives, an understanding that personal values are derived from each individual’s unique background, and openness to the idea that truth is not an absolute. Students in this tier are exposed to ill-structured problems and begin to relate their learning to the foundations of their beliefs and attitudes. Tier one experiences challenge students to view situations from multiple points of view and discourage them from using simplistic or dualistic reasoning.

Tier two. Learning outcomes include an understanding of the role of faith and spirituality in societies, an appreciation for the role culture plays in ethical differences, and an ability to question the origin of one’s own beliefs. Students in this tier are challenged to form values in congruence with their emerging world view, which acknowledges the relativism of some forms of knowledge and truth. Students take a more active role in living and acting in accordance with their newfound values.

Tier three. Learning outcomes include the use of reflective judgment to address ethical issues, an ability to understand and appreciate the viewpoint of others, and the ability to share one’s own values in an open and logical way. Students in this tier should take a leadership role in creating a campus, community, and world

that is respectful of others but congruent with their values. They actively seek to mentor students at the entry level through their own ethical development.

Professional

Tier one. Learning outcomes include the ability to manage multiple tasks, meet deadlines, and interact with others in mature and appropriate ways. Students in this tier are introduced to the basic expectations of the professional world. Expectations are clear and challenging and students receive frequent feedback on their performance.

Tier two. Learning outcomes include the ability to collaborate with others, lead a group, and hold one’s own in a professional situation. Students are expected to develop the autonomous ability to work in teams, make professional presentations, and independently problem solve. Through class presentations, course projects, internships, work experiences, and campus activities, students develop personal confidence in their professional ability.

Tier three. Learning outcomes include the ability to pursue professional employment, the confidence to assert one’s self, and the independence to identify and achieve personal goals. The final tier transitions students to the professional world. Through class expectations, student leadership roles, internships, etc., students develop the ability to assess and respond appropriately to different professional situations.

Social

Tier one. College is not an experience had alone, so it is critical that students learn how to interact with and work with others early in their time at Westminster. In class group work, student organizations, and general social settings students learn how to respect those of different backgrounds or genders, how to avoid inappropriate or dangerous relationships, and how to obtain assistance for social or other personal problems.Tier two. Avoiding inappropriateness is simply a first step. As social connections deepen and widen across the campus, students learn to appreciate differences, select social situations and friendships that are in keeping with their values, and how to lead others. Students are expected to stretch themselves through social situations in diverse cultures and in areas beyond their normal social circle.Tier three. Learning outcomes include an appreciation for social justice, a commitment to service to others, and an ability to mentor others. A theoretical understanding of social constructs is also a critical part of a liberal arts education. As students mature in their relationships they should also begin to understand why our society fosters certain behaviors over others.

Wellness

Tier one. Learning outcomes include knowledge about the inherent risks of alcohol and drug use, a basic understanding of the importance of a healthy diet and exercise routine, a fundamental understanding of human biological processes, and a respect for the health and wellbeing of others. In order to achieve future success, students must first learn their own physical and mental abilities, constraints, and processes. The “Campus Connect” program, as well as biology courses, recreational activities, and even social situations, impart these lessons.

Tier two. Having learned the foundational tasks, students advance to a more in-depth understanding of the physical realms that interest them. Participation as a student-athlete, advanced coursework, and education of others all lead to learning outcomes including a commitment to wellness, an appropriate relationship with alcohol, and a personal commitment to sexual health. Students also learn appropriate ways to deal with stress and personal relationships.

Tier three. The learning outcomes include a commitment to a lifetime of wellness and an ability to mentor others in this area. This tier sets students up for a future of physical and mental wellbeing. Students are ready to make healthy choices without the reminders and safeguards of the college environment.

Integrating the Developmental Domains

The developmental domains are not independent. They can be viewed as interdependent sides of a matrix starting with broad

tier one experiences, moving through the advanced tier experiences, and culminating with the creation of a leader for the global community.

In order to achieve the ultimate goal, the different domains are linked through integrative experiences. Most learning

activities will effect student development through several of the domains simultaneously. For example, courses don’t just develop students intellectually; they can also teach professional expectations (deadlines, public speaking, etc.). Leadership in a student organization requires not only intellectual and social development, but also ethical judgment.

Helping students connect and make meaning out of their learning experiences is the job of the student’s advisor, instructor, counselor, and other involved faculty or staff. These educators encourage students to engage in reflection about their experiences so lessons are not lost.

Assessment

Assessment is an essential feature of learning and development for individuals and programs. Individual assessment helps the faculty, staff, and students track their developmental progress and adjust developmental experiences to enhance student growth. Programmatic assessment ensures that Westminster College is fulfilling its developmental goals and allows faculty and staff to refine developmental programs as necessary.

Advisors conduct individual assessments with their advisees based on a review of each student’s overall performance and self-reflection. These individual-level assessments take the form of reflective conversations with the students to determine their level of development in each domain. The developmental model serves as a guide for these conversations. Advisors talk with students about the developmental experiences that best meet their needs for growth at any particular time. In general, first year students in need of development in a certain domain are directed to tier one experiences, sophomores to tier two, and juniors/seniors to tier three. This is an informal assessment system through which students are advised to work on areas of need.

At the institutional level, a programmatic assessment system allows faculty, staff, students, and administrators to monitor student development in the aggregate and to adjust programs to ensure goal achievement. Continuous assessment of programs involves the gathering and interpretation of data for improvement at each step of the planning and implementation cycle. Such a model, illustrated in Fig. 1, has several important components.

Clearly stated and measurable goals, linked to our College’s mission statement. These goals become the basis for designing, implementing, and assessing student learning and development.

Program planning that orients on the achievement of goals and objectives. Learning models are conceptual frameworks that describe how student learning and development occur for particular goals in all domains of student development. This document represents the learning model for a holistic approach to student development. At the program level, a learning model explains how courses and developmental experiences (e.g., internships, student activities, leadership opportunities, service learning, study abroad,) are structured, integrated, and implemented to achieve the goals and objectives. At the course/experience level, a learning model explains how learning and development activities are

selected, organized, implemented, and assessed to achieve pre-specified goals and objectives. Assessment of program design might take the form of outside peer review, benchmarking best practices, or inside peer review (e.g., Curriculum Committee review) where proposed program designs are compared to extant learning models.

Program implementation that is consistent with the overall framework and focuses on the goals and objectives. Assessment of program implementation might take the form of student surveys of teaching (e.g., IDEA), classroom visitations by mentors and department chairs, faculty/staff surveys, and annual surveys of educational processes (e.g., NSSE, Student Satisfaction Survey).

Data collection and analysis that focuses on how programs and their implementation achieve the goals and objectives. Often known as outcomes assessment, this component orients on asking the question, “Did the program contribute to goal achievement?” Outcomes assessment might take the form of embedded assessments (actual performance assessment embedded within the program or curriculum, such as senior theses, portfolios, performance examinations), pre-post assessments (writing assessments, the Collegiate Learning Assessment—CLA), or performance surveys of graduates and their employers.

Educational Goals

Articulate LearningModels

Assess Learning Models

Assess Program Design

Assess Program in Action

Assess Goal

Achievement

A Model for Program Planning and Assessment (fig.1)

Design Program &

Courses

ImplementProgram

Westminster College Mission Statement:

It shall be the mission of Westminster College to educate and inspire all its students through a distinctive liberal arts curriculum and a dynamic developmental experience; to challenge them to be critically aware, life-long learners and leaders of character, committed to the values of integrity, fairness, respect and responsibility; and to prepare them for lives of success, significance and service.

www.westminster-mo.edu/go/csd501 Westminster Avenue • Fulton, Missouri 65251-1299