Project area: Research and classroom projects

In the fall of 2008, we are conducting an evaluation of student development before and after students participate in a leadership course designed for National Guard personnel. Students will take the LLRA (Lectical Leadership Reasoning Assessment) and a special version of the LDMA (Lectical Decision Making Assessment) before, immediately following, and 6 months after participating in the course.

In the fall of 2008, we are conducting an evaluation of adult student development during and following a college-level leadership course. Students will take LLRA (Lectical Leadership Reasoning Assessment) before, immediately following, and 6 months after participating in the course.

In the fall of 2008, we are working with researchers at a British university to study the development of reflective judgment in students who are participating in a new critical thinking curriculum. Students will take the LRJA (Lectical Reflective Judgment Assessment) before, immediately following, and 6 months after participating in the course.

In the fall of 2008, we are working with a group of Australian scientists to study the development of perspective taking in leadership situations in medical and technology employees. Students will take a new version of the LDMA, (Lectical Decision Making Assessment) before, immediately following, and 6 months after participating in the course.

In 2009, we will be working with a doctoral student at the University of British Columbia who plans to use the LSUA (Lectical Self Understanding Assessment) in his study of gender differences in psychotherapeutic contexts.

During 2009 and 20010, we will be working with a doctoral student at Harvard University who plans to compare Kegan's Subject-Object Scoring System and the LAS (Lectical™ Assessment System) and use developmental maieutics (our methodology) to document the pathways through which people's understandings of self-object relations develop over the course of the life-span.

We are working with two teams of researchers—from the University of Texas and SUNY—to develop one or more DiscoTests™ designed to assess student understanding of the conservation of matter concept. If you are interested in helping us test these assessments, please contact Theo.

During the 2008-2009 academic year, Zachary Stein, our senior analyst, will be developing a Lectical assessment for Harvard Graduate School of Education's introductory Mind, Brain, and Education course. The assessment is part of ongoing research into the deveopment of students' reasoning about issues that require the integration of knowledge from cognitive psychology, brain science, and education. To read the final report about our original research in this area, click here.

Integral Transformative Education Assessment for Curriculum Research

From 2008-2011 we will be working with the Integral Research Center at JFK University to study and assess the development of concepts central to Integral theory and practice.