This phase is often associated with periods of resistance or periods of immersion in dominant or other cultures. Students experience periods of identity confusion and disintegration. Later there is an adaptation to diversity within and without. These students often see value in experiential learning activities, projects, simulations, work in groups. They can see the value in essay exams where perspective and evidence use are important.
Research papers make sense.
They often benefit from learning communities and team projects. Some courses are seen to have relationship with each other and since they are seeking patterns in learning and across knowledge domains, these students often benefit from thematically related courses or projects. There is an emphasis on analysis of models and comparative approaches to knowledge. The instructor is seen as a source for models of thinking and as a coach whose own role is to help students think for themselves. There is a recognition of multiple aspects of the self and a dawning realization that one's own development may not result in all aspects of the self being in calm synthesis.