Understanding the Self-Authorship Capacities and Experiences of IACT Students
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.
Graham F. Hunter
Primary Advisor's Department
Stander Symposium project, student affairs, School of Education and Health Sciences
"Understanding the Self-Authorship Capacities and Experiences of IACT Students" (2021). Stander Symposium Projects. 2309.