Journal on Excellence in College Teaching
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.
Copyright © 1997, Journal on Excellence in College Teaching
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.