Zach Beaver • Diane Eshelman • Michael Matalski • Ashlie Prioleau • Allison Shumar

1. Student Developmental Task and Lifestyle Assessment Zach Beaver • Diane Eshelman• Michael Matalski•AshliePrioleau• Allison Shumar

2. SDTLA AGENDA History and Purpose - Ali Content and Design - Zach Methods of Administration - Michael Statistical Measures- Michael Pricing and Costs- Michael Utilizing SDTLA for Research - Ashlie Student Affairs Applications - Diane

3. HISTORY AND PURPOSE

4. Background Information • Purpose • Assessment tool • Seeks to help develop life tasks • Based on human development and college student development theory • Age focus • 17-24 (Winston, Miller, & Cooper, 1999; Winston, Miller, & Cooper, 2002)

5. THE EVOLUTION OF SDTLA (Winston, Miller, & Cooper, 1999; Winston, Miller, & Cooper, 2002)

6. Majorly revised 1987 SDTLI • Seeks changes in individuals • Encourages students to be active participants in their own learning and development HISTORY AND PURPOSE (Winston, Miller, & Cooper, 1999; Winston, Miller, & Cooper, 2002)

7. Centered on students’ behavior, feelings and attitudes • Reports on achieved tasks • Representative, not indicative • Made up of developmental tasks, subtasks and scales HISTORY AND PURPOSE (Winston, Miller, & Cooper, 1999; Winston, Miller, & Cooper, 2002)

8. Developmental Tasks • Interrelated set of behaviors and attitudes • Hierarchical in nature • Failure of a task creates implications • Subtasks • More specific components of the larger tasks HISTORY AND PURPOSE (Winston, Miller, & Cooper, 1999; Winston, Miller, & Cooper, 2002)

9. Tasks and Subtasks • Academic and co-curricular affects student development differently • Change is a results of three aspects • Person-environment interaction, biological maturation and to some extent chance events Scales • Measure degree to which student possess certain behavioral characteristics, attitudes or feelings • Not directly affected by participation HISTORY AND PURPOSE (Winston, Miller, & Cooper, 1999; Winston, Miller, & Cooper, 2002)

10. CONTENTANDDESIGN

11. Brief Introduction • Directions • Examples • 140 Questions • Section 1: Education, Career & Lifestyle • Section 2: Intimate Relationships • Section 3: Relationships and the Academic Environment CONTENT ANDDESIGN (Winston, Miller, & Cooper, 1999; Winston, Miller, & Cooper, 2002)

12. Establishing and Clarifying Purpose Task (PUR) • Educational Involvement (EI) • Career Planning (CP) • Lifestyle Planning (LP) • Cultural Participation (CUP) CONTENT ANDDESIGN (Winston, Miller, & Cooper, 1999; Winston, Miller, & Cooper, 2002)

13. Developing Autonomy Task (AUT) • Emotional Autonomy (EA) • Interdependence (IND) • Academic Autonomy (AA) • Instrumental Autonomy (IA) CONTENT ANDDESIGN (Winston, Miller, & Cooper, 1999; Winston, Miller, & Cooper, 2002)

14. Mature Interpersonal Relationships (MIR) • Peer Relationships (PR) • Tolerance (TOL) Salubrious Lifestyle Scale (SL) Response Bias Scale (RB) CONTENT ANDDESIGN (Winston, Miller, & Cooper, 1999; Winston, Miller, & Cooper, 2002)

15. INSTRUMENT ADMINISTRATION

16. Methods of administering survey Supervised versus unsupervised Trust and results ADMINISTERING THE INSTRUMENT (Winston, Miller, & Cooper, 1999)

17. STATISTICAL MEASURES

18. Interpretation process • Normative = research & program evaluation • Ideographic = individual students • Underlying concepts • Additional steps in the process • Goal of the phase & action plan STATISTICAL MEASURES (Winston, Miller, & Cooper, 1999; Wachs & Cooper, 2002)

19. COSTS AND PRICING

20. Online Version A. Setup Fee (Online set-up, invitation email, 1 reminder) $150.00 Email, Scoring, SPSS data file A. Individual Completed Inventory $2.00 B. [Optional] • Pre/post-test design fee $150.00 • Custom Theme $300.00 • Each Additional Question $10.00 • Additional Reminder Email $50.00 • Later user imports fee $50.00 ONLINE VERSION (Winston, Miller, & Cooper, 2002)

21. Paper Version • Setup Fee (Scoring and SPSS data file) $150.00 • Individual Completed Inventory $2.00 • [Optional} • Scranton Answer Sheets $0.20 PAPER VERSION (Winston, Miller, & Cooper, 2002)

22. UTILIZING SDTLA FOR RESEARCH

23. Earlier versions of SDTLA were designed to assess and facilitate development of individual college students • Because of its improved psychometric properties, the recent version can be used for research and evaluation RESEARCH AND EVALUATION (Winston, Miller, & Cooper, 2002)

24. Research Uses • To gauge student involvement • To incorporate students’ survey results • To pre- and post-test for institutional assessment • To measure interventional impact • To connect goals with scale RESEARCH AND EVALUATION (Winston, Miller, & Cooper, 2002)

25. Using the Online Form for Research and Evaluation • Invitation via email • Username and Password • Links SDTLA scales to personal student information • Does not have to complete in one sitting RESEARCH AND EVALUATION (Winston, Miller, & Cooper, 2002)

26. Low α(alpha) coefficients for some subtasks • EA, CUP, TOL • Total task scores are more reliable • Will not find significant differences on tasks, subtasks, or scales using pretest/ posttest designs • Analyze each item separately for accurate picture • Time Series Design LIMITATIONS AND PRECAUTIONS (Winston, Miller, & Cooper, 2002)

27. Self-report instruments require trust • Built-in Response Bias (RB) Scale • Three or more RB scale items answered in the keyed direction not be used. • Assessing developmental needs • Use item analysis approach LIMITATIONS AND PRECAUTIONS (Winston, Miller, & Cooper, 2002)

28. STUDENT AFFAIRS APPLICATIONS

29. SDTLA Purpose • Help students become active participants in their learning/development • Important to remember that institutions are unique • What works for one might not work for another STUDENT AFFAIRS APPLICATIONS (Winston, Miller, & Cooper, 2002)

30. Already assess proficiency in math and English • SDTLA helps: • “Facilitate students’ transitions to college” • “Help students assess their developmental needs” • “Aid students in assuming increased levels of self-direction and responsibility for their education and lives” • Assesses personal development BENEFITS FOR ORIENTATION PROGRAMS (Winston, Miller, & Cooper, 2002)

31. Results can be used to develop University 101 course • Suggested administration date: • 2 to 3 weeks after classes begin • Students are not focused on personal development before classes begin BENEFITS FOR ORIENTATION PROGRAMS (Winston, Miller, & Cooper, 2002)

32. Great aid to counselors • Serves as a catalyst for client-counselor dialogue • Provides specific behaviors/developmental issues BENEFITS FOR STUDENT COUNSELING (Winston, Miller, & Cooper, 2002)

33. Aid academic advisors to provide more developmental experience • Incorporates development of: • Academic autonomy • Career planning • Lifestyle planning • Educational involvement BENEFITS FOR ACADEMIC ADVISING (Winston, Miller, & Cooper, 2002)

34. Identify personal development needs • Residence life programming • Mini-workshops • Small group discussions Peer-helper training (RAs, peer counselors, etc.) • Educate students on human/student development • More personal leads to a more comprehensible understanding BENEFITS FOR STUDENT LIFE (Winston, Miller, & Cooper, 2002)

35. CONCLUSION

36. References Wachs, P. M. & Cooper, D. L., (2002). Validating the student developmental task Lifestyle assessment: A longitudinal study. Journal of College Student Development, 43 (1), Winston, R. B., Miller, T. K., & Cooper, D. L. (2002). Student Developmental Task and Lifestyle Assessment. Retrieved from http://sdtla.appstate.edu/index.php?&MMN_position=1:1. Winston, R. B., Miller, T. K., & Cooper, D. L. (1999). Preliminary technical manual for the student developmental task and lifestyle assessment. Unpublished technical manual, College Student Affairs Administration, University of Georgia, Athens, GA.