Agreeing to Schlossberg

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2003), the in Improving Higher Education Environments for Adults (Schlossberg et al.,1989) and Getting the Most out of College (2001). Which uses lots of self-assessments exercises such as assessing the prior leaning and coping strategies review.

Schlosberg’s transition theory is an outstanding model to follow when talking about college students in transition, however her work has critiques when putting in practice what Schlosberg and her collegiate defined as transition model, its implies are about the quantitative work, that is contingent when measuring variables (Evans, Forney & Guido, 2010 p.226), which means that the characteristics that can be measured on a quantitative scale, needs to have numerical values that make sense. They may be continuous or discrete. Discrete variables are variables that measures characteristics that can assume only a finite or infinite countable number of values, and thus only integer values make sense, it is usually the result of counting. Examples: number of children, number of bacteria per liter of milk, number of cigarettes smoked per day and etc. On the other hand, continuous variables measures characteristics which assume continuous values on a scale (the real line), for which fractional amounts are meaningless. Usually it is measured using an instrument. Examples: weight (balance), height (ruler), time (clock), blood pressure and age. On Schlossberg theory, the qualitative variables do not have quantitative values, and neither is defined by categories, such as a classification of individuals by nominal or ordinal variables, examples of nominal would be gender, eye color, smoker / nonsmoker, sick / healthy and etc. and for nominal variables examples would be level of education (1st, 2nd, 3rd grades), month of observation (January, February, ..., December). Another point of the critique of her work is about of the lack of diversity of students, such as international students, students with disabilities and gay, lesbian, bisexual and transgender students (Evans, Forney & Guido, 2010), research on those students would increase the validation of her work and the better understanding for all students in transition process.

Works Cited

Evans, N. J., Forney, D. S., & Guido, F. M. (2010). Student development in college, theory, research, and practice. (2nd ed.). San Francisco: Jossey-Bass Inc Pub.

Chickering, A. W., & Schlossberg, N. K. (2002). Getting the most out of college. (2 ed.). Upper Saddle River, NJ: Pearson Education, Inc.