Student Learning
& Development
PROFICIENT LEVEL
Using theory to guide our work and practice is imperative to ensure success as a student affairs professional. I have enhanced my knowledge of theory through my coursework at Bowling Green State University. Using the knowledge gained from my coursework, I am able to successfully applied theory to practice during my presentations to educate students.
Activity 1: Coursework
In both the CSP 6020 Theory and Assessment of College Student Development and CSP 6030 Theory and Assessment of Educational Environments courses, I have gained a foundation of student development theories. These development theories include psychosocial and identity development, cognitive development, transition, environmental-behavioral, student learning, and many others. In both courses, I also completed the voice project, a thirteen-week assignment where students take on a selected “voice” and create a project that reflects the unique differences and developmental experiences of students from varying identity groups. My voices for the projects were an undocumented first-generation student and a Muslim female student. This project helped me understand how to effectively apply theories learned in class, whether that was learning about racial identity development (Evans, Forney, Guido, Patton, & Renn, 2010), or understanding the importance of having a safe space on campus (Strange & Banning, 2001). This gave me a greater insight on how to apply theory to my everyday work and practice. The coursework also equipped me with the ability to avoid a one-size-fits-all approach when working with student in various capacities.
The student development theories I learned in our coursework have assisted me with my work in my internship and practicums. When advising students I use Baxter Magolda’s theory of self-authorship (Evans et al., 2010). The theory explains the developmental journey students take towards becoming key decision makers of their own lives (Evans et al., 2010). When working with student organizations, I serve as a guide and a facilitator. I do not give my students all answers, but rather I stress the importance of them working together to discover the appropriate answers. I encourage my students to be reflective and intentional in their organization and work to provide an open and welcoming environment. The coursework prepared me to be an effective and confident facilitator.
Activity 2: Student Presentation
In the spring 2014 semester, I facilitated a presentation for students on power, privilege, and oppression. In the session I “identified and constructed learning outcomes and designed a program that promoted student learning and development,” two key features of the Student Learning and Development competency (ACPA & NASPA, 2010, p.26). The program was interactive and involved an open discussion where participants were able to discuss personal stories of power, privilege, and oppression. I used Watt’s Privilege Identity Exploration (PIE) model to help navigate the discussion and lead the students through a meaningful conversation (2007). Within the presentation, I was able to effectively apply theory to practice. Using theories allowed me to proactively understand the issues and create a solution using implications and knowledge of theories. I was able to “articulate theories and models that describe the development of college students and the conditions and practices that facilitate holistic development” (ACPA & NASPA, 2010, p.26). For example, I incorporated the model of inclusion as a framework for my presentation (Mor Barak, 2000). I used the model of inclusion to develop a definition of inclusion, privilege, and diversity (Mor Barak, 2000). Building on the definitions and incorporating the PIE Model I created my interactive presentation.
Activity 1: Coursework
In both the CSP 6020 Theory and Assessment of College Student Development and CSP 6030 Theory and Assessment of Educational Environments courses, I have gained a foundation of student development theories. These development theories include psychosocial and identity development, cognitive development, transition, environmental-behavioral, student learning, and many others. In both courses, I also completed the voice project, a thirteen-week assignment where students take on a selected “voice” and create a project that reflects the unique differences and developmental experiences of students from varying identity groups. My voices for the projects were an undocumented first-generation student and a Muslim female student. This project helped me understand how to effectively apply theories learned in class, whether that was learning about racial identity development (Evans, Forney, Guido, Patton, & Renn, 2010), or understanding the importance of having a safe space on campus (Strange & Banning, 2001). This gave me a greater insight on how to apply theory to my everyday work and practice. The coursework also equipped me with the ability to avoid a one-size-fits-all approach when working with student in various capacities.
The student development theories I learned in our coursework have assisted me with my work in my internship and practicums. When advising students I use Baxter Magolda’s theory of self-authorship (Evans et al., 2010). The theory explains the developmental journey students take towards becoming key decision makers of their own lives (Evans et al., 2010). When working with student organizations, I serve as a guide and a facilitator. I do not give my students all answers, but rather I stress the importance of them working together to discover the appropriate answers. I encourage my students to be reflective and intentional in their organization and work to provide an open and welcoming environment. The coursework prepared me to be an effective and confident facilitator.
Activity 2: Student Presentation
In the spring 2014 semester, I facilitated a presentation for students on power, privilege, and oppression. In the session I “identified and constructed learning outcomes and designed a program that promoted student learning and development,” two key features of the Student Learning and Development competency (ACPA & NASPA, 2010, p.26). The program was interactive and involved an open discussion where participants were able to discuss personal stories of power, privilege, and oppression. I used Watt’s Privilege Identity Exploration (PIE) model to help navigate the discussion and lead the students through a meaningful conversation (2007). Within the presentation, I was able to effectively apply theory to practice. Using theories allowed me to proactively understand the issues and create a solution using implications and knowledge of theories. I was able to “articulate theories and models that describe the development of college students and the conditions and practices that facilitate holistic development” (ACPA & NASPA, 2010, p.26). For example, I incorporated the model of inclusion as a framework for my presentation (Mor Barak, 2000). I used the model of inclusion to develop a definition of inclusion, privilege, and diversity (Mor Barak, 2000). Building on the definitions and incorporating the PIE Model I created my interactive presentation.
Click the title to view the artifact!
POWER,PRIVILEGE, OPPRESSSION- PRESENTATION OUTLINE
References
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
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.
Mor Barak, M.E. (2000). Beyond affirmative action: Toward a model of organizational inclusion. Administration in Social Work, 23(3/4), 47-68.
Strange, C. C., & Banning, J. H. (2001). Educating by design: Creating campus learning environments that work. San Francisco, CA: Jossey-Bass.
Watt, S. K. (2007). Difficult dialogues, privilege and social justice: Uses of the privileged identity exploration (PIE) model in student affairs practice. College Student Affairs Journal, 26(2), 114-126.
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
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.
Mor Barak, M.E. (2000). Beyond affirmative action: Toward a model of organizational inclusion. Administration in Social Work, 23(3/4), 47-68.
Strange, C. C., & Banning, J. H. (2001). Educating by design: Creating campus learning environments that work. San Francisco, CA: Jossey-Bass.
Watt, S. K. (2007). Difficult dialogues, privilege and social justice: Uses of the privileged identity exploration (PIE) model in student affairs practice. College Student Affairs Journal, 26(2), 114-126.