Student Learning and Development
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. [1]
The first activity that enabled me in achieving a proficient level of competency in student learning and development was completing the CSP 6020: Student Development Theory course. This course introduced me to the key student development theories in higher education and student affairs, and culminated in a formal theory paper. In completing the formal theory paper, I interviewed three students from different backgrounds and undergraduate institutions, and in the process assessed those students using the lens Chickering and Reisser’s (1993) seven vectors of development. The course was instrumental in not only introducing the various key theories, but in also aiding in the creating and refinement of critical lenses, with which we were encouraged to not only implement theory into practice, but do so with intentionality and cognizance of the structures and contexts with which we would implement them.
The second activity that enabled me in achieving a proficient level was using the knowledge and theories derived from not only CSP 6020, but the various other courses in the program, in creating a series of developmental programs for my Resident Assistants. In creating these programs, I was intentional about incorporating various student development theories, and employed these programs through one-on-one meetings and full-staff meetings throughout the Spring semester. For example, I had six staff members who were graduating Seniors, and so to aid and engage them in their transition out of their undergraduate experiences, I incorporated Schlossberg’s transition theory and Chickering and Reisser’s seven vectors of development. In engaging those students as they began their process of moving out (Schlossberg) and developing purpose and integrity (Chickering and Reisser). To do so, I challenged my RA staff to create bucket lists for the remainder of their time at the institution, hoping to create an awareness in each of them that their undergraduate experiences would soon be ending, and encouraging each of them to consider effective ways of concluding periods in life. Additionally, I encouraged the staff members to determine which of the items on their bucket lists were most pertinent, to identify any themes or trends amongst their bucket items, and how the items they identified were congruent with their enacted value norms.
The second activity that enabled me in achieving a proficient level was using the knowledge and theories derived from not only CSP 6020, but the various other courses in the program, in creating a series of developmental programs for my Resident Assistants. In creating these programs, I was intentional about incorporating various student development theories, and employed these programs through one-on-one meetings and full-staff meetings throughout the Spring semester. For example, I had six staff members who were graduating Seniors, and so to aid and engage them in their transition out of their undergraduate experiences, I incorporated Schlossberg’s transition theory and Chickering and Reisser’s seven vectors of development. In engaging those students as they began their process of moving out (Schlossberg) and developing purpose and integrity (Chickering and Reisser). To do so, I challenged my RA staff to create bucket lists for the remainder of their time at the institution, hoping to create an awareness in each of them that their undergraduate experiences would soon be ending, and encouraging each of them to consider effective ways of concluding periods in life. Additionally, I encouraged the staff members to determine which of the items on their bucket lists were most pertinent, to identify any themes or trends amongst their bucket items, and how the items they identified were congruent with their enacted value norms.
Basic
One should be able to:
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Intermediate
One should be able to:
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Advanced
One should be able to
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