CITY UNIVERSITY OF SEATTLE II

PRESENTATION ON

THEORY AND AMERICAN HIGHER EDUCATION

Luisa M. Lora
SDAD 564-6
Seattle University
November 21, 2014

Overview

City University of Seattle

Internship Overview

Defining Student Affairs

Workshop

Connection to SDAD

Summary

City University of Seattle

Mission

To change lives for good by offering high quality and relevant

lifelong education to anyone with the desire to learn
Vision

Education access worldwide

Values

Flexibility

Accessibility

Innovation

Relevance

Global

Source: http://www.cityu.edu/about/profile/mvv.aspx

City University at a
Glance

Founded in 1973
A private nonprofit university
Headquartered in Seattle, part of the National
University System
Accredited by the Northwest Commission on
Colleges and Universities
28 campuses around the world
Enrollment of 8,500 students worldwide
60 % of U.S. Students are online
Dedicated to serving the working adult and
transfer student

Internship Overview

Site: Seattle headquarters in Downtown/Belltown

Office of the provost

Supervisor: Antonio Esqueda, M.Ed, Assistant

Provost of International Education

Main Projects: Logistics for Summer in Seattle,

Feria Latino Americana, SYEP Supervision,
Housing Policies, Orientation, Theory and Higher
Education Presentation

Work Plans

Summer Objectives

Spring Objectives

To Learn City University of

Seattles policies and procedures
regarding international programs
LO #1,2,7,9

To Acquire Skills and Knowledge

To Foster Diversity and access by leading the
to create summer housing
policies for international programs planning for the Feria Latino Americana film
festival
LO #2,4,5,7,8,9,10

To strengthen my presentation skills and

facilitation skills by creating and presenting a
presentation on student development theory
and practice to seven Summer in Seattle
coordinators and faculty
LO #1,2,6,7,8,9

LO #3,4,5,6,7,9,10

Coordinate the schedule of

events and timeline for the
Summer in Seattle program
LO #2,5,7,8,10

To further develop skills in policy review and

articulation on policies
LO #2,5,7,8,10

To enhance my supervision skills

Summer in Seattle

141 students from all over Mexico

CETYS -Baja California
UNAM-Districto Federal
UPAEP- Puebla
UASLP- San Luis Potosi

3:1 Double Degree Program

50:50 U.S. Citizens, Mexican Citizens

Living in Seattle University Halls

Classes at SU/CityU

Wednesday Business Trips

Defining Student Affairs

Scenario: While on break, your relative who is

not familiar with SA asks you the very common
questions:
What are you studying?
So what are looking to do with that?

Turn to your neighbor and define what Student

Affairs is/ what you do to this relative.

Share out

in Mexico*

Academically focused
More established student services include:
Recreation
Financial aid
Tutoring services
Health and Wellness

CETYS
The Student Services Department of CETYS University makes available all the
information you need to carry out the different admissions procedures, school
trajectory, and finishing the degree for the students, the university community,
and all those interested persons in the different educational programs that our
institution offers.

Source: http://www.cetys.mx/en/?page=84&pp=84
*Based on CityU partner schools

Workshop Overview

Gain an understanding of American Higher

Education and Theory
Applicable to the work Mexican staff is doing
at City U and home institution
Challenge: theory and public speaking
Two- 1 hour presentations
Seven Mexican Staff, supervisor and
colleague

AN INTRODUCTION TO

STUDENT
DEVELOPMENT
THEORY
Presented by: Luisa Lora, M.Ed. Candidate

What is Student Affairs?

Student affairs is a critical aspect of the higher education experience.
The work done by student affairs professionals helps students begin a
lifetime journey of growth and self-exploration. (NASPA)
Started off as in loco parentis (in place of the parent)
which focused more on control of the student as
opposed to modern philosophy which focuses on the
development of the student as a whole
The size and organization of a student affairs division or
department may vary based on the size, type, and location of
an institution.
Terms: Student Affairs practitioners or Student Affairs
professionals, University Administration

http://www.naspa.org/about/student-affairs

http://en.wikipedia.org/wiki/Student_Affairs

Usually involves developing programming, advising student

organizations and student leaders and conducting research to
meet the needs of the whole student physical, emotional and
mental
Examples:
Admissions, Enrollment, Financial Aid,
Orientation

Diversity and Inclusion

International student service
Disability support
Multicultural services

Alumni and Advancement/Development

Counseling, Health, and Wellness
Sports and Recreation
Academic Services

Academic advising
Tutoring services
Assessment and research

Campus Life

Judicial Affairs
Leadership
Student Activities
Student Government

Residence Life
Residence Halls
Programming
RHA

What are theories and why do we

study them?

Student Development Theory refers to the body of educational

psychology that theorizes how students gain knowledge in postsecondary educational environments

Who were the original creators and samples?

Why this matters

As Educators we use these theories as a guideline to inform our

work and the experience of our students
As such, theories must be adjusted to serve the needs of individual students

To understand the backstory or current developmental

circumstances of our students

Disclaimer- I am not an expert, I am currently studying these theories and learning how to apply them.

Basic assumptions guiding the

student development movement:
Each student is a different individual with unique
needs
The entire environment of the student should be taken
into account and used for education
Student has a personal responsibility for getting
educated

First Presentation
Pope, Multicultural Competence
Yosso, Community Cultural Wealth
Maslow's hierarchy of needs

An openness to
change, and belief
that change is
necessary and
positive
A belief that cultural
differences do not
have to interfere with
effective
communication or
meaningful
relationships

Knowledge of diverse
cultures and
oppressed groups
(i.e., History,
traditions, values,
customs, resources,
issues)
Knowledge about the
ways that cultural
differences affect
verbal and nonverbal
communication
Knowledge about
within-group
differences and
understanding of
multiple identities and
multiple oppresions

Skill

A belief that
differences are
valuable and that
learning about others
who are culturally
different is necessary
and rewarding

Knowledge

Awareness

Multicultural Competence Model

Ability to identify and
openly discuss
cultural differences
and issues
Capability to
empathize and
genuinely connect
with individuals who
are culturally different
from themselves
Ability to incorporate
new learning and
prior learning in new
situations

POPE, Multicultural Competence

Community Cultural Wealth, 2005

Yosso, Community Cultural Wealth

Maslow states that while he originally thought the needs of humans had strict
guidelines, the "hierarchies are interrelated rather than sharply separated

Maslow, Hierarchy of Needs

Week I Feedback

Content
Relatable to the work they do in Mexico
Familiar with Maslow, not with MCC but

enjoyed the connection of multicultural

competence
Students and staff could relate to Yosso
Wanted a slide of how is everything related, if
it is

Public Speaking
-Slower speech
+Confident in content and presenting

Second Presentation
Kolb, EL
Sanford, Challenge and Support
Chickering, 7 Vectors of Identity

Development

CONCRETE (CE)

Accomodato
r

Diverger

ACTIVE (AE)

REFLECTIVE (RO)

Converger

Assimilator

ABSTRACT (AC)

Kolb, Experiential Learning

*Learners generally
prefer one of the
four styles above the
others

Challenge

O
R
G

TH

In this model, the key is

balance. Too much support
and the student will not grow,
too much challenge and the
student may feel like quitting is
the best option, and no growth
will occur.

Support

Sanford, Challenge and Support

7 Vectors of Identity Development

1. Competence
2. Manage Emotions

3. Interdependence

4. Interpersonal
5. Identity

6. Purpose

7. Integrity

Chickerings Seven Vectors of Identity Development

How are they related?

Kolb- Learning Style
Sanford-Challenge and Support
Chickering-Identity Development

Week II Feedback

Content
Great theories, really relatable
Conversations on learning styles
Identified Challenge and Support in how they

supervise and their supervisors

How are they related slide helpful
Incorporated feedback successfully

Public Speaking
More confidence and comfortable

On the Spot Assessment

Final Recap
1.Name 2 things you remember from this training
2.What was most useful?
3.How can you see applying these theories to your work
in Mexico?
4. Final thoughts?

Connection to SDA

LO #1-Understanding the foundations and emerging

nature of the Student Affairs profession and higher
education

LO #2-Understanding students and student issues

LO#5-Adapting student services to specific

environments and cultures

LO #6- Developing and demonstrating skills in

leadership and collaboration

Connection to SDA Cont.

LO #7- Utilizing assessment, evaluation, technology,

and research to improve practice

LO #8- Communicating effectively in speech and in

writing

LO#10-Establishing and enhancing professional identity

Sanford (1967) Challenge and Support theory

Summary

Workshop
Great public speaking opportunity
Research and test understanding of theory
Utilizing feedback to improve practice

Internship
Start to finish
Institutional type
Cultural experience
Expand network

Questions?

GRACIAS

REFRENCES
Evans, N. J., Forney, D. S., Guido, F., Patton, L.D., & Renn, K.A. (2010). Student
development in college: Theory, research, and practice. 2nd Edition. San Francisco:
Jossey-Bass.
Maslow, A.H. (1943). A theory of human motivation. Psychological Review, 50(4),
37096.
Yosso, T.J. (2005). Whose cultural has capital? A critical race theory discussion of
community cultural wealth. Race Ethnicity and Education, 8(1), 69-91.
http://www.cityu.edu/about/profile/mvv.aspx
http://www.cetys.mx/en/?page=84&pp=84
http://www.naspa.org/about/student-affairs