Student Learning and Development
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“The Student Learning and Development competency area addresses the concepts and principles of student development and learning theory. This includes the ability to apply theory to improve and inform student affairs practice, as well as understanding teaching and training theory and practice” (ACPA & NASPA, 2010).
Competency Growth:
The student learning and development competency is one that I have developed to a proficient level through coursework, meeting with students through the internship I held my first year of graduate work, and teaching various undergraduate courses.
CSP 6020: Theory and Assessment of College Student Personnel is a course that has informed my practice as a student affairs professional so that my work is driven by various student development theories. Through the course, I learned a lot of different student development theories/models and gained valuable insight into how they can be put into practice. One assignment in particular, the formal theory paper, is an instance where I met with a first-year student and assessed their development throughout the course of the semester. The student that I met with was a resident and member of the hall council for the building I helped run as a graduate hall director my first year of graduate school. Utilizing various theories, I was able to assess his growth and develop, while also asking him questions in our meetings that helped him further develop through reflection. Through this assignment, I gained a better understanding of Chickering and Reisser’s (1993) theory of identity development, which is captured in seven different vectors that students move through, Cass’s “Model of Sexual Orientation Identity Formation,” and Perry’s “Theory of Intellectual and Ethical Development” (Evans et. al., 2010).
During my time at Bowling Green State University, I have had the opportunity to teach and facilitate some courses for undergraduate students, as well as being a guest teacher for an Advanced Leaders in Residence course. As an instructor for a section of UNIV 2100: Leading and Learning through the Residential Experience, I created engaging sessions that aimed to enhance students’ self-awareness through ample reflection, develop professional skills, such as communication and conflict managements, and foster critical thinking skills. As a facilitator for a section of Leaders in Residence for two years, I created interactive learning sessions that disseminated the five pillars (Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart) of Kouze and Posner’s (2008) Leadership Challenge to students. Guest teaching for an Advanced Leaders in Residence course, I taught students a brief overview of the social change model of leadership development and led an in-depth discussion and integrated activities about the group values of the model (collaboration, common purpose, and controversy with civility).
Competency Growth:
The student learning and development competency is one that I have developed to a proficient level through coursework, meeting with students through the internship I held my first year of graduate work, and teaching various undergraduate courses.
CSP 6020: Theory and Assessment of College Student Personnel is a course that has informed my practice as a student affairs professional so that my work is driven by various student development theories. Through the course, I learned a lot of different student development theories/models and gained valuable insight into how they can be put into practice. One assignment in particular, the formal theory paper, is an instance where I met with a first-year student and assessed their development throughout the course of the semester. The student that I met with was a resident and member of the hall council for the building I helped run as a graduate hall director my first year of graduate school. Utilizing various theories, I was able to assess his growth and develop, while also asking him questions in our meetings that helped him further develop through reflection. Through this assignment, I gained a better understanding of Chickering and Reisser’s (1993) theory of identity development, which is captured in seven different vectors that students move through, Cass’s “Model of Sexual Orientation Identity Formation,” and Perry’s “Theory of Intellectual and Ethical Development” (Evans et. al., 2010).
During my time at Bowling Green State University, I have had the opportunity to teach and facilitate some courses for undergraduate students, as well as being a guest teacher for an Advanced Leaders in Residence course. As an instructor for a section of UNIV 2100: Leading and Learning through the Residential Experience, I created engaging sessions that aimed to enhance students’ self-awareness through ample reflection, develop professional skills, such as communication and conflict managements, and foster critical thinking skills. As a facilitator for a section of Leaders in Residence for two years, I created interactive learning sessions that disseminated the five pillars (Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart) of Kouze and Posner’s (2008) Leadership Challenge to students. Guest teaching for an Advanced Leaders in Residence course, I taught students a brief overview of the social change model of leadership development and led an in-depth discussion and integrated activities about the group values of the model (collaboration, common purpose, and controversy with civility).
References:
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Chickering, A. W., & Reisser, L. (1993). Education and identity (2nd edition). San Francisco: Jossey-Bass Publishers.
Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Student development in college: Theory, research, and practice (2nd. Ed.). San Francisco: Jossey-Bass Publishers.
Kouzes, J. M. & Posner, B. Z. (2008). The leadership challenge (4th ed.). San Francisco: Jossey-Bass Publishers.
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Chickering, A. W., & Reisser, L. (1993). Education and identity (2nd edition). San Francisco: Jossey-Bass Publishers.
Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Student development in college: Theory, research, and practice (2nd. Ed.). San Francisco: Jossey-Bass Publishers.
Kouzes, J. M. & Posner, B. Z. (2008). The leadership challenge (4th ed.). San Francisco: Jossey-Bass Publishers.