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Abstract

Nudging Minds to Life: Self-Authorship as a Foundation for Learning

Meaning Making and Collegiate Learning Outcomes

The Nature of Meaning Making: Constructivist-Developmental Assumptions

Self-Evolution and the Journey Toward Self-Authorship

Conclusion

Assessing Self-Authorship and Its Evolution

Assessment Challenges

Assessment Formats

Four Interviews to Assess Self-Authorship

Conclusion

Development of the Ten Positions in the Journey Toward Self-Authorship

Baxter Magolda's Study

Wabash National Study of Liberal Arts Education

Nuances of Self-Authorship

Trusting External Authority: External Positions

Trusting External Authority

Tensions with Trusting External Authority

Recognizing Shortcomings of Trusting External Authority

Developmental Progression in External Meaning Making

Entering the Crossroads: Predominantly External Positions

Questioning External Authority

Constructing the Internal Voice

Developmental Progression in Entering the Crossroads

Leaving the Crossroads: Predominantly Internal Positions

Listening to the Internal Voice

Cultivating the Internal Voice

Developmental Progression in Leaving the Crossroads

Self-Authorship: Internal Positions

Trusting the Internal Voice

Building an Internal Foundation

Securing Internal Commitments

Developmental Progression in Internal Meaning Making

Using the Self-Authorship Assessment Guide

Assessing Student Characteristics and Experience

Example of a Phase 1 Summary (Excerpts)

Assessing Developmental Meaning Making

Example of a Phase 2 Summary (Excerpts)

Links Between Development and Experiences

Working Through Difficult Summaries

The Value of Listening to Students

Appendix: Wabash National Study of Liberal Arts Education: Qualitative Research Team

References

Name Index

Subject Index

About the Authors