PROFESSIONAL DEVELOPMENT
As an emerging professional in higher education and student affairs, it is expected to develop knowledge in the Professional Competency Areas for Student Affairs Educators, contributing to the ability of being a versed practitioner.
Understanding this page features Breion's future career path and her professional development plan concerning areas she wishes to continuing her professional growth.
CAREER PATH
Breion Hawkins, Program Director of Student Diversity Initiatives and Success
Upon graduation, Breion has accepted a full-time position at Miami University in Oxford, Ohio. In her role, she will be working as the Program Director of Student Diversity Initiatives and Success within the College of Arts & Sciences. In her role, her priority focus will be working with the college's underrepresented STEM students, as a part of the Louis Stokes Alliances for Minority Participation (LSAMP) program. As LSAMP is an elligible federal funded program, Breion will be responsible for administrative duties of the program, along with managing student advising, monthly and summer programming, other aspects of the program. As the College of Arts & Sciences at Miami University is working on developing different diversity initiatives and programs, Breion will be assisting with those programs as they are introduced.
PRO-DEVO PLAN
Breion's Professional Development Plan
Connected to her future role and aspired contribution to the field, Breion's professional development plan includes improving within areas such as:
Breion's 3-year plan to develop within these areas are listed below:
​
ADVISING AND SUPPORTING
Advising and Supporting (A/S) Competency
ADVISING AND SUPPORTING
Year 1
Develop a personal guide or system to assist in student check-ins and outreach.
​
For example, a mood/check-in chart utilized at the beginning of 1:1's to understand a student's mood/attitude early in the meeting.
ADVISING AND SUPPORTING
Year 2
Assist or advise a student organization that is not connected to professional role/area.
​
For example, connecting with the institution's Black Student Action Association.
ADVISING AND SUPPORTING
Year 3
Assist and serve on committees, projects, initiatives, etc. that are designed towards the enhancement or development of student life and activities.
​
For example, serve on a committee planning an annual student-life event, or a restructure of a student service process.
PROGRAM EVALUATION
Assessment, Evaluation, and Research (AER) Competency
PROGRAM EVALUATION
Year 1
Increase efforts to analyze published trends and data (regarding specific student populations).
For example, reading publications from platforms such as The Chronicle of Higher Education covering data and trends on first-generation students and students of color
PROGRAM EVALUATION
Year 2
Ensuring consistent connection with institutional offices/areas that are knowledgeable about data and trends (regarding specific student populations).
​
For example, building and maintaining a connection with the institution's Office of Institutional Data, as well as the Office of Admissions to understand recruitment, enrollment, and retention data and efforts for first-generation students and students of color.
ADVISING AND SUPPORTING
Year 3
Analyze current programs, considering student population data, as well as program strengths and weaknesses, to conduct an assessment and program evaluation. Compare main program of focus to other potential (area) programs.
Use results to implement new practices, program elements, resources, partnerships, etc.
​
For example, assess the impact on students within the area who participate in smaller/side programs within a larger program, such as an early-arrival program.
ORGANIZATIONAL STRUCTURES: PRACTICES AND POLICIES
Law, Policy, and Governance (LPG) Competency
ORGANIZATIONAL STRUCTURES: PRACTICES AND POLICIES
Year 1
Increase efforts to analyze published articles and resources regarding policy changes, or institutional practices, (especially one's that impact student populations within assigned role).
For example, sign-up for different organizational subscriptions, such as Insight into Diversity or Diverse: Issues in Higher Education to keep up with changes regarding diversity issues.
ORGANIZATIONAL STRUCTURES: PRACTICES AND POLICIES
Year 2
Seek opportunities to serve on institutional committees regarding conduct or university policies.
For example, serve on a committee similar to Bowling Green State University’s University Conduct Committee.
ORGANIZATIONAL STRUCTURES: PRACTICES AND POLICIES
Year 3
With experience co-facilitating a presentation regarding student voices in policies, engage in professional development, or serve on committees that relates to law, policy, and governance.
For example, ACPA's Student Conduct and Legal Issues committee
BUDGETING AND FINANCE
Organizational and Human Resource (OHR) Competency
BUDGETING AND FINANCE
Year 1
Connect with individuals and utilize resources pertinent to understanding institutional budgets and federal funding.
​
For example, attend workshops/training regarding (federal) funding aligned to the role's programming.
BUDGETING AND FINANCE
Year 2
Seek participation in low-scale budgeting for programs and events.
​
For example, seek to assist with budget management for summer programs, such as an early-arrival program.
BUDGETING AND FINANCE
Year 3
Gain experience in budget and finance to create budget plans and proposals in order to independently oversee programs, or propose the implementation of new programs or resources
​
For example, create a budget plan to implement an annual speaker series as a part of programming.
SOCIAL JUSTICE AND INCLUSION
Social Justice and Inclusion (SJI) Competency
SOCIAL JUSTICE AND INCLUSION
Year 1
Increase efforts to review literature, articles, research, and media related to diversity and social justice and inclusion topics and issues.
​
For example, complete the book, Why Are All of the Black Kids Sitting Together in the Cafeteria. Or, continue podcasts listens to podcasts channel such as Dirty Diversity, continuing the self-challenge on understanding different concepts and perspectives regarding SJI topics.
SOCIAL JUSTICE AND INCLUSION
Year 2
Ensure a consistent connection with institutional offices/areas related to diversity communications and programming.
​
For example, connect and collaborate with the institution's Office of Institutional Diversity and Inclusion and the Center for Student Diversity and Inclusion; Join an institutional committee for diversity and inclusion, similar to Bowling Green State University’s Diversity and Belonging Council.
SOCIAL JUSTICE AND INCLUSION
Year 3
Oversee diversity and inclusion initiatives and programs on a large scale; Present at a conference regarding diversity and inclusion topics/issues.
​
For example, oversee multiple diversity and inclusion programs within one area, or serve in an assistant director (of diversity); Present a topic, such as institution's role in assisting diversity efforts within their geographical communities, at a national or field-related conference such as ACPA.
RESTORATIVE JUSTICE
Personal and Ethical Foundation (PEF)
RESTORATIVE JUSTICE
Year 1
Continue seeking media and resources that educate on restorative justice education and conversations.
​
For example, continue to listen the Amplify RJ's (Restorative Justice) podcast: This Restorative Justice Life, and complete the book: Colorizing Restorative Justice.
RESTORATIVE JUSTICE
Year 2
Ensure elements of restorative justice is incorporated within practice; Participate in workshops, groups, committees interested in the restorative justice approach; Seek opportunities to serve on committees that could implement the restorative justice approach, per recommendation.
​
For example, serve on a committee similar to Bowling Green State University’s University Conduct Committee. Recommend the restorative approach when involving minor incidents, or when applicable.
RESTORATIVE JUSTICE
Year 3
Seek certification in Restorative Justice and Restorative Justice training, to potentially strengthen its implementation within institutional practices.
​
For example, become certified in Restorative Justice, and gain the ability to train others/Seek a Restorative Justice Facilitation and Leadership certificate.