Level: Intermediate
Description: “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 and teaching practice” (p. 32).
In this competency, I have demonstrated the following:
Activities
Student Conduct & Training:
As a Residence Hall Director/Head Resident, I served as a conduct hearing officer for my residence hall. To better understand situations and have a "neutral" mindset, I utilized Chickering and Riesser's (1993) theory of student development. Applying this theory to my work, allowed me to have easier and more open conversations with students. Framing conversations regarding student code of conduct violations using student development as a theoretical framework allowed me to understand and analyze ways in which students could understand the effects of their behavior. Having those conversations with this theory in mind, aided me with finding strategies in which students can understand how their behavior affected the community as a whole, the consequences of their actions, and tips on how to make better decisions. Although, I served as a conduct hearing officer I always provided my students the opportunity to be honest and speak freely. This allowed me to be fair and make a decision without having any doubts.
During our hall student staff training, we made sure to educate students in learning how to provide a safe and welcoming space for all. From the moment the student staff arrive to their designated building, we ensured that they understood what inclusivity, acceptance, and language and biases mean. As a staff member myself, I ensured that my community was free of any language and behavior that did not welcome all persons. I provided my staff with learning opportunities inside and outside of the workplace to enhance their experience while serving as an RA.
References
ACPA: College Student Educators International & NASPA − Student Affairs Administrators in Higher Education (2015). ACPA/NASPA professional competency areas for student affairs practitioners. Washington, DC: Authors
Description: “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 and teaching practice” (p. 32).
In this competency, I have demonstrated the following:
- "Utilize theory-to-practice models to inform individual or unit practice" (p.32).
"Identify and take advantage of opportunities for curriculum and program development to encourage continual learning and developmental growth" (p.32).
"Create and assess learning outcomes to evaluate progress toward fulfilling the mission ofthe department, the division, and the institution" (p.32).
"Utilize theory-to-practice models to inform individual or unit practice" (p.32).
Activities
Student Conduct & Training:
As a Residence Hall Director/Head Resident, I served as a conduct hearing officer for my residence hall. To better understand situations and have a "neutral" mindset, I utilized Chickering and Riesser's (1993) theory of student development. Applying this theory to my work, allowed me to have easier and more open conversations with students. Framing conversations regarding student code of conduct violations using student development as a theoretical framework allowed me to understand and analyze ways in which students could understand the effects of their behavior. Having those conversations with this theory in mind, aided me with finding strategies in which students can understand how their behavior affected the community as a whole, the consequences of their actions, and tips on how to make better decisions. Although, I served as a conduct hearing officer I always provided my students the opportunity to be honest and speak freely. This allowed me to be fair and make a decision without having any doubts.
During our hall student staff training, we made sure to educate students in learning how to provide a safe and welcoming space for all. From the moment the student staff arrive to their designated building, we ensured that they understood what inclusivity, acceptance, and language and biases mean. As a staff member myself, I ensured that my community was free of any language and behavior that did not welcome all persons. I provided my staff with learning opportunities inside and outside of the workplace to enhance their experience while serving as an RA.
References
ACPA: College Student Educators International & NASPA − Student Affairs Administrators in Higher Education (2015). ACPA/NASPA professional competency areas for student affairs practitioners. Washington, DC: Authors