Understanding the Self-Authorship Capacities and Experiences of IACT Students

Understanding the Self-Authorship Capacities and Experiences of IACT Students

Presenter(s)

Quincy Essinger

Description

The University of Dayton (UD) Institute of Applied Creativity for Transformation (IACT) requires and promotes students’ capacity for self-authorship; however, the ways in which students progress through their holistic development toward self-authorship is not fully understood. This research aims to examine the experience of students through two questions: (1) To what extent do IACT students demonstrate the capacity for self-authorship? (2) What types of experiences do IACT students report as being significant within their overall UD development regarding self-authorship and capacities for growth? Utilizing a narrative inquiry method, seven IACT students were interviewed. Findings indicate that students are able to articulate experiences which lead to their developmental growth, increase their ability to engage in self-reflection, and examine their relationship with others. This research has implications for better understanding how developmental advising, self-authorship, and holistic student development intersect and for identifying key student experiences for IACT program development and other transdisciplinary programs.

Publication Date

4-22-2021

Project Designation

Graduate Research

Primary Advisor

Graham F. Hunter

Primary Advisor's Department

Counselor Education

Keywords

Stander Symposium project, student affairs, School of Education and Health Sciences

Understanding the Self-Authorship Capacities and Experiences of IACT Students

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