TITLE Cognitive Development during and after College: Implications for Access Education.

The "epistemological reflection model " of Marcia Baxter Magolda is reviewed, and the implications of her work for the education of college students are considered. Four levels of knowing are postulated by Baxter Magolda; these are "Absolute " knowing, "Transitional " knowing, "Independent " knowing, and "Contextual " knowing. The four stages are reviewed, and the implications for teaching approaches are discussed. Baxter Magolda studied college students as freshman (N=101) and again 5 years later after graduation. Of 70 who participated in the second study, 13 were graduate students. A sharp decline in Transitional knowing and consequent increases in Independent and Contextual knowing were found in the follow-up study. The application of the model to a specific classroom is discussed. Considerations regarding three major components of applicability (students, the teacher, and the constraints of the context) are discussed. Some out-of-class activities may contain elements that facilitate Independent and Contextual knowing. The theory is related to other work in the field, and the importance of the work is discussed. Contains 14 references. (EMK) Reproductions supplied by EDRS are the best that can be made from the original document