The Student Learning and Development competency area addresses the concepts and principles of student development and learning theory. Thisincludes the ability to apply theory to improve and inform student affairs and teaching practice.
Learning Student Development Theory was one of the major goals I identified when I applied to enter this program. Student Development Theory was mentioned in job descriptions I had read for academic advisor positions for which I applied. Fortunately, it appears my program is particularly strong in this area. In order to complete my courses in Student Development Theory and Foundations of Academic Advising, I was required to articulate all of the items in both Foundational and Intermediate mastery of the Understanding Theory section of the ACPA-NASPA competency rubric. As the intermediate items were parts of my writing assignments in these classes, I believe I have achieved Intermediate mastery of Understanding Theory. I have already begun to apply this knowledge in my internship. The most important aspect of Student Development Theory is that it helps us to understand college students’ needs. Without understanding their needs, we as student affairs educators would not be able to meet them where they are developmentally. In my internship, I have found that the most important skill is showing students that we hear them and we can help them meet— and surmount— their challenges.
Similar to my experiences in my theory-based courses, my course in Assessment and Evaluation prepared me to meet many of the Foundational items in the Design and Application and Assessment and Integration sections of the rubric. In this class, I constructed my own learning outcomes for my practicum experience. I also learned how to describe an assessment process, understand the assessment cycle, and assess both programs with their associated learning outcomes. The only Foundational item I have not yet mastered is designing programs, however, I furthered my learning in this area by designing a program in my internship at the University of Massachusetts – Boston (UMB). As part of our course in Planning and Administration of Student Affairs, my partner and I designed a program to match the student development theory we created. Our program is designed to address the conflicts students experience when they feel that the expectations of their career and major choices do not align with their personal interests and gifts. Upon completing our theoretical program, we were able to articulate the benefits of a cohort model for programs, of mentoring, and of dedicated resources for use by students who most need them. Yet this program is only theoretical. It is also very large and requires a budget of its own. The program implemented at UMB is smaller in scale and has very narrow learning outcomes. Actually implementing a real program can be a very different thing from merely designing one. With more practice in program design and implementation, I believe I will achieve Foundational mastery of the areas of Design and Application and Assessment and Integration.
In order to reach Intermediate mastery in these two areas, I will need to be employed in a student affairs position. Writing and evaluating learning outcomes requires being part of a division working to achieve a common purpose. Teaching others, creating syllabi and lesson plans, developing curriculum, and other teaching activities will only be possible if I am hired for a position that allows me to teach a first-year seminar course. I would really like to do this, as my colleagues who teach them say that this is a very rewarding part of their jobs. Teaching a course can be a way in which to build relationships outside advising sessions, and those relationships appear to make it easier for students to seek the resources they need. All students need to be seen and valued within the context of campus and family/ fictive kin relationships. As Elliott et al (2004) point out, human beings need to know that we are valued as ends in ourselves and not for someone else’s instrumental purpose. Institutions of higher education must take their message to heart. Yes, mattering to others in one’s community affects retention and academic success. But more than that, mattering makes a qualitative difference in every college student’s experience. By committing to being fully present with each student, making them feel seen, heard, and valued, I can do my small part promote their flourishing.