Professional Development Plan
Over the course of my time in graduate school, I have learned a great deal about higher education and student affairs. Prior to applying to the College Student Personnel program, I had very limited experience within student affairs. However, I have intentionally broadened my knowledge of this field through coursework, my internship and other opportunities at BGSU. I recognize I still have much to learn, and will for the reminder of my career. Reflecting on these areas of strengths and growth has prompted me to plan for a future in this profession marked by lifelong learning.
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Meet with campus partners at the institution I work with to understand current practices for promoting social justice
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Review curriculum from CSP6035 and re-read Privilege, Power and Difference (2006).
First
Year
Social Justice & Inclusion
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Attend relevant sessions at all conferences that I attend
(I am hoping to attend either NASPA or ACPA each year and then any local conferences possible).
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Read Readings for Diversity and Social Justice (Adams et al., 2013).
Second Year
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Implement a training around social justice and inclusion with staff members in the office and with students I supervise
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Read a new article related to student affairs and social justice once per week (found on the Chronicle or Inside Higher Ed or through a journal) to stay up to date
Third
Year
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Attend relevant sessions at all conferences that I attend (I am hoping to attend either NASPA or ACPA each year and then any local conferences possible).
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Connect with staff members in advancement and other departments that handle grants to discuss past success with grants at the institution
First
Year
Grant Writing
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Compile a list of all grants eligible to my office/department.
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Read Grant Writing as a Funding Source and Collaborative Endeavor (Daniel, West & Flowers, 2006).
Second Year
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Apply for a grant applicable to my work
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Develop a grant writing workshop to present to staff and interested students in my office
Third
Year
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Meet with staff in the office/department that oversees nontraditional student affairs to learn about resources and common issues faced by the students on this specific campus
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Read AACU’s 2011 Peer Review periodical on Retuning Adult Students
First
Year
Nontraditional Students
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Attend relevant sessions at all conferences that I attend (I am hoping to attend either NASPA or ACPA each year and then any local conferences possible).
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Present to my office about how our programming could be better to include nontraditional students
Second Year
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Plan events in collaboration with the staff in the office/department that oversees non-traditional student affairs to ensure inclusive programming
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Attend the Association for Nontraditional Students in Higher Education conference
Third
Year
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Review curriculum for research and statistics
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Attend relevant sessions at all conferences that I attend (I am hoping to attend either NASPA or ACPA each year and then any local conferences possible).
First
Year
Assessment
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Benchmark best practices at other similar size/type institutions for assessment techniques within my position’s functional area
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Read Building a Culture of Evidence In Student Affairs: A Guide for Leaders and Practitioners (Culp & Dungy, 2012).
Second Year
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Implement assessment at all of my office’s programming
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Engage with the institution’s assessment committee
Third
Year
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Attend the Education Law Association annual conference in Cleveland.
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Meet with staff in general counsel to learn more about the institution in which I work.
First
Year
Higher Education Law
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Review curriculum from the Higher Education Law elective course (HIED 7210).
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Research pending and past lawsuits facing the institution where I work.
Second Year
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Research the process of obtaining a J.D. in Higher Education Law.
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Attend relevant sessions at all conferences that I attend (I am hoping to attend either NASPA or ACPA each year and then any local conferences possible).