Professional Documents
Culture Documents
Development Journey
James Gilbert
Georgia Southern University
DEVELOPMENT JOURNEY 2
The journey through the college years is full of challenges and rewards. In many ways it
can be seen as a brave frontier. And for many students it can be an outer worldly experience. It is
a journey filled with new ideas, events, and relationships. All of these either directly or indirectly
contribute to the development of the college student. Chickering noted that this development of
the college student involves both differentiation and integration as students faces the complexity
of other people, ideas, and values and struggle to reconcile those with their own belief, values
and ideas (Pascarella, 2005). My experience is not an exception. There are several theories that
outline this developmental journey. However, for this writing, I will examine the seven vectors of
development described by Arthur Chickering and Linda Reisser (Pascarella, 2005) and use their
intellect, physical skills, and interpersonal relations in which intellectual growth involves
2005). This proved both true and challenging in my college journey, particularly in my freshman
year. I have always had a love of learning and school was not challenging for me in my high
school years. However, the first year of college was a stretch. I had never been exposed to so
much new information in such a short amount of time. My professors were as diverse as my
subjects and there were barrier of communication and expectations that had to be overcome.
Some had foreign accents that I had difficulty understanding and there were expectations that it
was my responsibility to obtain level of study and insight outside of the classroom. The bulk of
the learning was my responsibility. My freshman year left with an overwhelming feeling of
incompetence. I was forced to grow intellectually by forging new study habits and develop the
DEVELOPMENT JOURNEY 3
interpersonal skill necessary to seek help from faculty as well as other student through study
disrupt the educational process and these can range from fear, anger, and anxiety to dysfunctional
romantic or sexual attractions (Pascarella, 2005). I was pressed across a broad spectrum of
emotions. I had fear and anxiety over whether I would be able to meet the academic challenges. I
was dealing with the anxiety of being a small town kid, adjusting to live and the big city and not
wanting to disappoint those who supported me. The compound the issue, I made the mistake of
leaving for college with an ongoing high school relationship. The long-distance relationship
complicated things and added more responsibility to an already seemingly overloaded life.
Eventually, both grades and the relationship suffered and the relationship was brought to a
painful ending. Though the process was painful, it did lead to both the fresh start and fresh focus
that I needed to be successful. It removed some of the expectations and sharpened by focus.
Vector three is moving through autonomy toward interdependence and it represent the
development of balance and interplay between autonomy and interdependence and intimacy
(Pascarella, 2005). This involves a move from dependence upon the approval and reassurance of
others to a place of self-sufficiency in which one is able to organize their own affairs and solve
problems while developing relationship that are based on equality and reciprocity (Pascarell,
2005). This process was most evident in my sophomore year of college. By this time I had a
better understanding of my strengths and weakness and understood what I did well and what I
did not do well. In the process, I was able develop relationship in which I could both give and
receive value.
The fourth vector, known as developing mature interpersonal relationships, includes the
process by which the interaction with peers provide valuable learning experiences and help shape
a sense of self as the student trough maturing interpersonal relationships develop an open
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awareness of different ideas and backgrounds of others (Pascarella, 2005). I grew more in this
area in end of my sophomore year and throughout my junior year of college. Previously I was
somewhat intimidated by my peers. Even though, I was attending a historical black college, I
was a first generation college student and many of my peers came from a rich heritage of
academic achievement and career success. Mine was a background of poverty, while theirs was
of middle and upper class experience. I soon grew to a place of confidence where I understood
that I could learn from them and also that I brought a valuable perspective to the college
experience and they could likewise learn a great deal from me.
The fifth, establishing identity, is consider pivotal in that it shaped by development in the
previous vectors and also influences the subsequent vectors (Pascarella, 2005). It involves
orientation as well as a sense of self shaped by a culmination of historical events, social and
cultural conditions, and family and ethnic heritage (Pascarella, 2005). I guess I always had a
sense of identity which was shaped by my family and upbringing, but the greatest impact upon
my identity was my faith. I think the college experience helped to bring a clearer focus in terms
of what I valued and what I believed. Interacting with other people of different culture and
backgrounds gave me a greater appreciation and respect for others, but also solidified my
occurs when individuals answer the questions, Who am I and who am I going to be and where
and I and where am I going? and requires intentionality in developing plans that integrate
vocational goals, interpersonal inspirations and family (Pascarella, 2005, p. 22). For me this
challenge and tune my awareness of my purpose. However, my understanding of this was not
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found within myself, but on the contrary my experiences forced me to look beyond myself to
someone greater than myself. My college experiences clearly defined by limitations and
broadened my horizons to a point where I was forced to draw from something greater than
myself and forced me to evaluate what and why I believed. The more I learned about the world
from a philosophical, historical, sociological, and scientific perspective, the more I understood
that my purpose must be drawn from something larger and more complex than myself because
the world was far more complex and beyond me and any meaningful sense of purpose must be
encompassing clarifying and rebalancing of personal values and beliefs (Pascarella, 2005). This
process involves reviewing values and retaining, personalizing, and internalizing those that are
consistent with emerging identity and finding identity that is internally consistent and manifest
themselves in socially responsible behavior (Pascarella, 2005, p. 23). My college experience has
taught me to evaluate ideas by intellectually evaluating competing arguments and deciding based
upon supported evidence. In other words, prove everything and embrace what is good and true.
In conclusion, the college journey can be a difficult process of development. However,
with a deeply assessed sense of self and a willingness to honestly and openly interact with both
the treasures of knowledge and people within the campus environment, one can reach a place of