College Milieu

The study focuses on how 4th year high school graduates cope up to college milieu. The students are freshman at present and mostly are those who find hard time acclimate to college life. Many students welcome the freedom to make their own decisions about what they want to do each day while in college. This affects their behavior as they involved themselves in college activities because "freedom" might be abused in terms of attending class, choosing friends, and others. There are many factors that freshman students must seriously take in consideration. Responsibilities would increase and right decisions must be seriously taken to avoid so much stress. Time management is what students mostly have conflict with because their perception is that

As the average age of seventeenth-century freshmen was about fourteen, students were considered children, and the institution their parents. Character development (which really meant traditional Christian religious values) was instilled by strict rules and regulations and enforced by rigid discipline. The development of students’ character was substantially more important to early American colleges than the development of their intellect. Today, in loco parentis has been replaced with total student development – encouraging the development of a student’s social, environment, moral, leadership, and identity development.

Families of Student Development Theory

Student development theories generally fall into five broad categories; 1) psycho-social, 2) cognitive-structural, 3) person-environment, 4) humanistic, and 5) student development process models.

1. Psycho-social theories address development issues or tasks and events that

Other chapter houses may be littered with garbage, old clothes, food smeared on the walls from a food fight – these members are equally (and negatively) influenced by their environment. The implicit values are destruction, an “it’s not my house” attitude, and basic disrespect. Many of these person-environment theories are used in career planning.

4. Humanistic existential theories share a common philosophy of the human condition. Humans are free, responsible, self-aware, potentially self-actualizing, and capable of being fully functioning. Development is internally motivated. These theorists believe the forces of growth are within the person and are facilitated by self-disclosure, followed by self-acceptance and self-awareness. These theories are used extensively in