STUDENT LEARNING AND DEVELOPMENT (SLD)
As described by ACPA/NASPA (2016), Student Learning and Development (SLD) “addresses the concepts and principles of student development and learning theory,” as student affairs professionals are expected to apply theory towards the improvement and fulfillment of their practice. Knowledge and skills within areas such as understanding theory, using theory to design and apply to activities, utilizing appropriate steps of evaluating and assessing student experiences, and more contribute to the competency development of SLD. According to ACPA/NASPA (2015, 2016), development and experiential outcomes within SLD include:
“Articulate theories and models that describe the development of college students and the conditions and practices that facilitate holistic development” (ACPA & NASPA, 2015, p. 32). ACPA/NASPA: Foundational Outcome
“Identify one’s own informal theories of student development (‘theories in use’) and how they can be informed by formal theories to enhance work with students” (ACPA & NASPA, 2015, p. 32). ACPA/NASPA: Foundational Outcome
“Articulate one’s own developmental journey in relation to formal theories” (ACPA & NASPA, 2015, p. 32). ACPA/NASPA: Foundational Outcome
“Construct learning outcomes for both daily practice as well as teaching and training activities” (ACPA & NASPA, 2015, p. 32). ACPA/NASPA: Foundational Outcome
Activities and artifacts to fulfill my exemplary development within SLD include:
CSP 6020: Theory and Assessment of College Student Development (Fall 2019) Theory Paper
Through the completion of a paper and poster presentation, students within this course were to complete a theory paper outlining single theory in depth and its application to several students or examine multiple theories and their application to one student. In addition to this, the student within this course were to use their knowledge of the theory (theories) to create a developmental intervention. With this, I created an intervention plan examining Abes, Jones, and McEwen (2007), model Reconceptualizing the Model of Multiple Dimensions of Identity: The Role of Meaning-Making Capacity in the Construction of Multiple Identities. The “You Belong” intervention plan focusses on targeting students who express low sense of belonging and are at risk of retention, and potentially increases students’ desires to stay after reviewing elements of their identity and getting involved.
Ronald E. McNair Scholar Summer Research Institute (Summer 2020) Practicum/Internship (at Bowling Green State University)
During the Summer of 2020, I completed an internship with BGSU’s TRiO Programs, McNair Scholars program. Working specifically with the Summer Research Institute of the McNair Scholars program, I served as the Cohort Engagement Coordinator, with the purpose of increasing and providing the cohort experience for students as the experience took place in a virtual setting per COVID-19. As I assisted with cohort engagement and students’ research and graduate school preparation, I decided to plan a scholar-to-scholar panel, inviting McNair Scholar alumni to connect with current scholars, providing advice regarding research presentations, transition to graduate school, and more! I believe this event helped developed my SLD competency as it required me to focus on expected outcomes for the McNair students. As an emerging student affairs professional, when considering student development, it is important for me to focus on the needs of the students and to create experiences that will contribute to their experiential journey. According to Kearsley and Schneiderman (1999) Engagement Theory, students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. As a technology-based framework for teaching and learning, ideas from the engagement theory were relevant and applicable while trying to plan engaging activities in a virtual setting. For the scholar-to-scholar panel, I spent time to understand my students research topics, as well as research and presentation capabilities, and sought previous (alumni) scholars with similar or relatable backgrounds and experiences. This allowed the current students to actively listen to the responses of the panelists, encouraged them to ask thoughtful and complex questions, and feel the desire to connect with the alumni panelists after the event.
(A photo of Breion, McNair Graduate Assistant, and some of the McNair Scholars at the summer Juneteenth celebration)
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During the 2020-2021 academic year, I completed a practicum/internship within the Office of the Dean of Students' Student Conduct area. Entering my practicum in the Office of the Dean of Students as a Conduct Hearing Administrator, I felt a sense of nervousness connecting with the students, as the nature of the meetings were most likely to address behavioral issues or concerning topics. However, after reviewing literature and resources related to student conduct, as well as receiving guidance from practicum site supervisor, I grew to become comfortable with connecting with students in the conduct setting. From literature and BGSU’s conduct process, I learned to understand conduct from an educational perspective, versus a punitive perspective. Throughout my practicum experience in conduct, I have heavily referred to ideals from Kohlberg’s Theory of Moral Development. As the conduct experience (at BGSU) is intended to be educational, I like to ensure that I connect with students and asked about their opinions of the conduct experience. With this, I will ask students “What are your thoughts on this incident,” What was your reaction or first thought when this happened,” “What were you thinking in this moment?” From this, I am able to gauge the impact of the conduct incident for the student, or understand their level of care/concern regarding the incident, their behavior, the event consequences, and the conduct outcomes. In addition to this, as Kohlberg’s Theory explores the stages of moral development, and individuals’ interpretation morality, I ask students about whether they have connected with their family or friends about the conduct incident. This potentially allows me to understand why students think or care the way they do, further understand their level care/concern, as well as understand the level of support they may have following the situation.
This template was not created by me, but I use it as guidance and alter to meet the needs of conduct meetings as they vary. This template has given me ideas on conduct topics to research to properly plan for conduct meetings.