Student Learning and Development
"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" (ACPA & NASPA, 2015, p. 14).
Level: Exemplary
Student learning and development is central to my work as a student affairs professional. I have made it a priority to both understand the theory behind student development as well as how to best facilitate student learning.
Throughout my time in graduate school, I have examined and evaluated student development theory. Through my coursework, 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, 2015, p. 32). For example, in the CSP 6020 course, I read about different theories and discussed my interpretations, ideas for application and critiques. Further, core assignments in the course required me to present information on key theories to my classmates, ensuring I had the ability to articulate information concerning these ideas of student development. One example of this was my formal theory presentation. With two other students, I presented the background of Kohlberg’s theory of moral development, the theory’s major tenets and major criticisms. I also contributed an activity to help facilitate my classmate’s understanding of this theory.
Though the CSP 6020 course was the source of much of my knowledge on student development theory, I did learn more about and apply this information into every aspect and course of the program. For example, within CSP 6890 monthly reflections, I often had to make connections between the work in my internship with the Office of Campus Activities and various theories. This has enabled me to “articulate one’s own developmental journey in relation to formal theories” (ACPA & NASPA, 2015, p. 32). Most notably, the theory that has guided my practice is Schlossberg’s theory of Mattering and Marginality. In particular, the tenets of this theory have grounded me in understanding the importance of helping students feel as though they belong and matter to their campus, which may be accomplished through student involvement.
Perhaps one of the best examples of my coursework enhancing my development in the Student Learning and Development competency was my Intervention Plan assignment in the CSP 6040 course. In this assignment, I created an intervention at the university, division of student affairs and student levels to address a university learning outcome I had created. To create these interventions, I connected theory to each outcome and used research surrounding those outcomes to create a comprehensive plan. This assignment helped me to understand the importance of “using learning theory to create learning opportunities” (ACPA & NASPA, 2015, p. 32). The project culminated in a speech written to university stakeholders for plan support and approval. In this speech, I used the theory, research and outcomes to provide this justification of using learning and development theories.
In addition to understanding and analyzing student development theory, I have also mastered the ability to facilitate student learning through creating lesson plans and learning outcomes for curriculum and programming. In my role as a practicum student with Bowling Green Alternative Breaks (bGAB), I have been able to “construct effective programs, lesson plans, and syllabi” (ACPA & NASPA, 2015, p. 32) for the site leader training. I developed a syllabus and lesson plans for each of the ten training sessions. To start, I created “learning outcomes for… teaching and training activities” (ACPA & NASPA, 2015, p. 32). From there, I developed activities and lessons that would facilitate the site leaders’ achievement of those outcomes. For example, site leaders are responsible for facilitating education sessions and frequent reflection activities for their participants. In order to prepare them for this, one of the outcomes I created was for site leaders to both understand group dynamics and how to facilitate effectively at each of Tuckerman’s stages of group development. To achieve this, I presented information about the stages of group development and had site leaders share out how they would work with their participants at this stage.
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Further, the creation of the training curriculum for site leaders was “based on current research on student learning and development theories” (ACPA & NASPA, 2015, p. 32). In particular, I used Kolb’s theory of experiential learning to guide activities in the training. Additionally, I researched how other alternative break programs facilitated their site leader training to make sure I was up to date on best practices from all different programs. By incorporating this knowledge, I was better able to ensure the lessons were relevant to site leaders.
Moving forward, I hope to stay up to date with theoretical developments in order to incorporate current best practices in the field. Additionally, I aspire to contribute to the field, which will help me grow this competency further. So long as I stay student-centered, I will consistently be motivated to understand the best models and processes to foster student learning, growth and development.
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ACPA: College Student Educators International & NASPA − Student Affairs Administrators in Higher Education (2015). Professional competency areas for student affairs educators. Washington, DC: Authors. ​​
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Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential Learning Theory: Previous Research and New Directions. In Sternberg, R. J., & Zhang, L. (Eds. 1), Perspectives on thinking, learning and cognitive styles (227-248). Mahwah, NJ: Routledge.
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Schlossberg, N. K. (1989). Mattering and marginality: Key issues in building community. In D. C. Roberts (Ed.), Designing campus activities to foster a sense of community. New Directions for Student Services, no. 48, pp. 5-15. San Francisco: Josey-Bass.
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Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384-399.