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The Dynamic Student Development Metatheodel (DSDM) is a meta-theory
based on empirically based inferences drawn from a national survey
entitled the University Learning Outcomes Assessment (UniLOA). The
UniLOA's current dataset consists of over 500,000 college student
participants and has supported impressive findings that allow for
the reconceptualization of long-held cultural artifacts and
assumptions regarding the way students grow, learn, and develop
(GLD) and how decision makers within postsecondary education have
selected to engage the domains of student development measured by
the UniLOA. This book champions a model of student success. The
DSDM was developed from common factors identified in multiple
theories and models within the areas of human and student
development as well as empirically based theories and models of
education. By first defining complementary elements within the
theories and models then establishing accurate operational
definitions, the planning and engagement of appropriate services,
supports, interventions, and programs (SSIPs) and the active
assessment of their outcomes can lead to a more effective response
to current challenges faced by higher educators. As a metamodel,
the DSDM reconceptualizes student success within higher education
that is disruptive to the current accepted paradigm of student
learning and engagement. This book is intended for faculty and
staff interested in critical debate about issues in higher
education and for deliberation by graduate students in college
administration programs.
The Dynamic Student Development Metatheodel (DSDM) is a meta-theory
based on empirically based inferences drawn from a national survey
entitled the University Learning Outcomes Assessment (UniLOA). The
UniLOA's current dataset consists of over 500,000 college student
participants and has supported impressive findings that allow for
the reconceptualization of long-held cultural artifacts and
assumptions regarding the way students grow, learn, and develop
(GLD) and how decision makers within postsecondary education have
selected to engage the domains of student development measured by
the UniLOA. This book champions a model of student success. The
DSDM was developed from common factors identified in multiple
theories and models within the areas of human and student
development as well as empirically based theories and models of
education. By first defining complementary elements within the
theories and models then establishing accurate operational
definitions, the planning and engagement of appropriate services,
supports, interventions, and programs (SSIPs) and the active
assessment of their outcomes can lead to a more effective response
to current challenges faced by higher educators. As a metamodel,
the DSDM reconceptualizes student success within higher education
that is disruptive to the current accepted paradigm of student
learning and engagement. This book is intended for faculty and
staff interested in critical debate about issues in higher
education and for deliberation by graduate students in college
administration programs.
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