Document Type
Article
Publication Date
1997
Publication Source
Journal on Excellence in College Teaching
Abstract
This study examined the influence of a structured curricular intervention on the personal and social identity development of college students. The authors implemented a pretest/posttest design using the revised version of the Extended Objective Measure of Ego Identity Status-2 (EOMEIS-2). Significant posttest results supported faculty’s role in developing students’ capabilities beyond the intellectual domain. Finally, the authors discuss collaboration between academic faculty and student affairs practitioners in contributing toward students’ identity development.
Inclusive pages
3-24
ISBN/ISSN
1052-4800
Document Version
Published Version
Copyright
Copyright © 1997, Journal on Excellence in College Teaching
Publisher
Miami University
Volume
8
Issue
3
Peer Reviewed
yes
eCommons Citation
Hall, Scott and Sears, Susan J., "Promoting Identity Development in the Classroom: A New Role for Academic Faculty" (1997). Counselor Education and Human Services Faculty Publications. 61.
https://ecommons.udayton.edu/edc_fac_pub/61
Included in
Counselor Education Commons, Educational Administration and Supervision Commons, Educational Psychology Commons, Higher Education Commons
Comments
This document has been made available for download by permission of the publisher.
Permission documentation is on file.