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Universities are increasingly applying student developmental theories in a variety of contexts in order to better understand students and to accomplish institutional educational objectives. Robert Kegan's constructive-developmental theory has been utilized in the creation of the Community Standards Model, a program designed for use in university residence halls. The purpose of the Model is to promote student development from Kegan's third order of consciousness, in which student identity is based on a fusion of their peers' expectations and ideas, to the fourth order of consciousness, in which one becomes the author of his or her own values, beliefs, and ideals. The Community Standards Model has been in place in Brigham Young University-Provo residence halls since 2000, yet no studies have been done to determine its effects. The present study examined the development of student self-authored identity as it occurred during the implementation of the Community Standards Model at BYU-Provo. The Student Developmental Task and Lifestyle Inventory was used to evaluate student development across three general developmental tasks. Two populations were sampled: students at BYU-Provo residence halls, where the Model was practiced, and students from BYU-Idaho residence halls, where the Model was not practiced. Students were tested at the beginning and at the end of the 2004-2005 academic school year. Split plot ANOVAs were conducted and no significant interactions were found for any of the three task scores. This study did not detect any significant differential effects with regard to student developmental task achievement that could be attributed to the Community Standards Model. Study results indicated that the Community Standards Model may not fit well at BYU. Many reasons exist as to why the Model may not promote student self-authored identity at BYU, including a mismatch between the Model's emphasis on self-determination of values and ideals and the institution's imposition of certain behavioral and belief standards. However, the Model may have beneficial effects in other areas, such as the development of community. Further research is needed to more fully understand which effects, if any, the Community Standards Model is having at BYU.

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Traditionally, in our globally diverse and intertwined society, study abroad has served as a valuable, enriching, and life-changing aspect of college and university offerings and opportunities for students. Today, the lives of post-study abroad students will be defined by the ways they make sense of unexpected major events surrounding the history-changing COVID-19 pandemic and the contemporary protests against racism and social injustice. A large body of research exists on study abroad, culture shock, self-authorship, provocative moments, cross-cultural reentry, and reverse culture shock. A lack of research exists on what ways post-study abroad U.S. students make meaning of their experiences in emerging self-authorship, and research on post-study abroad students and the COVID-19 pandemic is rare. The overarching purpose of this exploratory inquiry was to describe in what ways, if any, that the post-study abroad experience facilitates the development of emerging self-authorship of U.S. college students. Self-authorship provided the theoretical framework for this inquiry. Clarke and Braun’s reflexive thematic analysis was used to analyze the interviews and journals of two U.S. post-study abroad college students. The findings revealed that the post-study abroad experience facilitated the development of emerging self-authorship of U.S. college students through the themes of pain, partnerships, and perspective, with grief layered among each of these themes. The students eventually accepted their realities of post-study abroad, found meaning, and showed signs of nudging ahead in emerging self-authorship. The implications from this inquiry provided ways for stakeholders to support students through their post-study abroad experiences and support emerging self-authorship.

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The purpose of this qualitative study was to explore the association between student involvement and self-authorship among African American undergraduate students enrolled at a medium-sized, North Texas STEM-focused university. Self-identified African American undergraduate students at the university completed an online, researcher-developed survey focused on co-curricular involvement activities, degree of involvement in those activities, and perceived self-authorship indicators. From the completed survey pool (N = 49), 10 females and 5 males participated in follow-up focus group sessions. The survey data analysis was limited to descriptive statistics of student involvement and demographic data. Survey results showed that African American undergraduate students at the university were actively involved in co-curricular activities and generally satisfied with their involvement experiences. The focus groups provided a more in-depth picture of the involvement experiences showing that students believed that their commitment to co-curricular activities contributed significantly to their interpersonal and intrapersonal growth—characteristics of self-authorship. The survey and qualitative data combined suggested a positive association between the involvement of African American undergraduate students in co-curricular activities at the university and the development of self-authorship characteristics in those students. Findings from this study support the practice of intentional outreach to African American undergraduate students in order to promote their active involvement in campus activities and events.

This personal narrative autoethnography of my lived experiences as a middle-school service-learning course teacher has helped me solve a personal mystery and present an important perspective for the K-12 service-learning field. With an eye on revealing a unique service-learning classroom concept to educational leaders, enhancing middle level teacher education, and hopes of providing greater opportunities for advancing research on service learning in K-12 education, this study has also aided me in understanding my professional self and my subjective educational theory through a personal interpretive framework (Kelchtermans, 1993, 1999, 2009). Using autoethnography (Ellis, 2004; Ellis & Bochner, 2006) as a method to explore my own experiences as a middle school service-learning teacher and the perceptions of critical friends— colleagues, family members, and friends—who have been significant in my experiences, I am able to present an evocative personal narrative on what it means to be a service-learning teacher. Overarching findings from this study reveal that a middle grades service-learning teacher is a self-authored individual (Baxter Magolda, 1999, 2009; Kegan, 1994) who is committed to community-engaged education (Dewey, 1900, 1933), possesses a strong “I must” (Noddings, 2002b, p. 20) perspective on relational care, and are for development in servant leadership (Greenleaf, 1977; Sergiovanni, 1992; Bowman, 2005)