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Artifact H: Knowledge, Skills, and Competencies Analysis ASSESSMENT KEY Overall Competency Rating: 0= no exposure to and no experience in this competency 1= minimal exposure to but no experience in this competency 2= moderate exposure to and minimal experience in this competency 3= moderate experience in this competency 4= experience in this competency 5= much experience in this competency, basic master has been achieved Specific Skill Rating: (+)= highly competent ()= competent ()= area of improvement/experience needed Evidence of Learning: W= Work I= Internship C= Coursework V= Volunteer work O= Other

*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners (2010)

ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development There are a few areas within this competency area that I want and need to develop much more. These areas include being more strategic in pursuing multiple objectives in conversations with students. I am often tunnel-vision focused in my strategic communications with students, so focusing on pursuing multiple objectives in the same conversation is an important skill to develop. Also, I struggle to help students solve problems because I want to solve the problems for them! Developing increased facilitation skills that are geared towards problemsolving will be important for me as I move forward in my career.

Advising & Helping The Advising and Helping competency area addresses the knowledge, skills, and attitudes related to providing counseling and advising support, direction, feedback, critique, referral, and guidance to individuals and groups.

Overall Rating: 0 1 2 3 4 5

Exhibit active listening skills (e.g., appropriately establishing interpersonal contact, paraphrasing, perception checking, summarizing, questioning, encouraging, avoid interrupting, clarifying). Establish rapport with students, groups, colleagues, and others. Facilitate reflection to make meaning from experience. Understand and use appropriate nonverbal communication. Strategically and simultaneously pursue multiple objectives in conversations with students. Facilitate problem-solving. Facilitate individual decision making and goal setting. Challenge and encourage students and colleagues effectively. Know and use referral sources (e.g., other offices, outside agencies, knowledge sources), and exhibit referral skills in seeking expert assistance. Identify when and with whom to implement appropriate crisis management and intervention responses. Maintain an appropriate degree of confidentiality that follows applicable legal and licensing requirements, facilitates the development of trusting relationships, and recognizes when confidentiality should be broken to protect the student or others. Recognize the strengths and limitations of ones own worldview on communication with others (e.g., how terminology could either liberate or constrain others with different gender identities, sexual orientations, abilities, cultural backgrounds). Actively seek out opportunities to expand ones own knowledge and skills in helping students with specific concerns (e.g., suicidal students) and as well as interfacing with specific populations within the college student environment (e.g., student veterans).

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Work: I feel very lucky to have constant contact with students and to be able to play such a significant advising, mentoring and helping role for them in my graduate assistantship. I encourage students to seek guidance, while also empowering them to make their own informed decisions. Internship: My internship with Integrity Formation was a great opportunity for me to advise and counsel students individually and provide them with feedback, direction and guidance. Coursework: COUN 510: Basic Counseling Skills was a great class for this competency area. I learned 19 different counseling responses that I now incorporate into my one-on-one conversations with students. A few of these responses include paraphrasing, questioning, reframing, and noting discrepancies/themes.

ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development Assessment, evaluation and research are competency areas in which I have very little experience and have great opportunities for growth and improvement.

Differentiate among assessment, program review, evaluation, planning, and research and the methodologies appropriate to each. Assessment, Effectively articulate, interpret, and use results of Evaluation, & AER reports and studies, including professional Research literature. Facilitate appropriate data collection for system/department-wide assessment and The Assessment, evaluation efforts using up-to-date technology Evaluation, and Research competency and methods. area (AER) focuses Assess trustworthiness and other aspects of on the ability to use, quality in qualitative studies and assess the design, conduct, and transferability of these findings to current work settings. critique qualitative Assess quantitative designs and analysis and quantitative AER techniques, including factors that might lead to analyses; to manage measurement problems, such as those relating to organizations using sampling, validity, and reliability. AER processes and Explain the necessity to follow institutional and the results obtained divisional procedures and policies (e.g., IRB from them; and to approval, informed consent) with regard to shape the political ethical assessment, evaluation, and other research and ethical climate activities. surrounding AER Explain to students and colleagues the processes and uses on relationship of AER processes to learning campus. outcomes and goals. Identify the political and educational sensitivity of raw and partially processed data and AER results, handling them with appropriate confidentiality and deference to the organizational hierarchy. Overall Rating: Align program and learning outcomes with organization goals and values. 0 1 2 3 4 5

Work: I create short assessments that are distributed to participants in Leadership Developments Leadership Take-Out workshops and programs for the purpose of assessing the learning outcomes of each unique Take-Out

Looking forward to the future, I want to deepen my knowledge of and expand my Coursework: I created a basic use of AER into all areas of research project for my my professional practice. As EDUC 500: Introduction to budgets become tighter and Educational Research course, tighter, it is crucial to use however it was not a real assessment as a means for study and I made up my own determining funding for data. In other courses I have programs and resources. created literature reviews, so I have a decent understanding Additionally, I would like to of how to interpret the focus specifically on research and literature thats developing assessable learning out there already outcomes and using both quantitative and qualitative Other: I participated in the methods for assessment. I Assessment Certification excel at setting goals, but Program (ACP) over the assessing learning outcomes summer that was put on by for programs is a significant Student Developments area for growth for me Divisional Assessment professionally. Working Group (DAWG)

ACPA/NASPA Competency Area

Skill

Specific Rating +

Evidence of Learning

Future Improvement & Development One area for future improvement in this competency area is to participate in more activities that challenge my experiences and my beliefs. I have a good understanding of my individual identities, but I still struggle to understand and comprehend the impact of areas of intersectionality and what that means for myself and others. I focus a great deal on individuals and their unique experiences rather than looking at issues of equity and inclusion from a systemic perspective. This is an area of growth for me that I will be focusing strongly on. Additionally, I strive to take this one step further by not only looking at systems in the United States, but also how Western culture has hindered and impeded culture internationally. This is a focus in my Adult Learning course this quarter.

Equity, Diversity, & Inclusion The Equity, Diversity, and Inclusion (EDI) competency area includes the knowledge, skills, and attitudes needed to create learning environments that are enriched with diverse views and people. It is also designed to create an institutional ethos that accepts and celebrates differences among people, helping to free them of any misconceptions and prejudices. Overall Rating: 0 1 2 3 4 5

Identify the contributions of similar and diverse people within and to the institutional environment. Integrate cultural knowledge with specific and relevant diverse issues on campus. Assess and address ones own awareness of EDI, and articulate ones own differences and similarities with others. Demonstrate personal skills associated with EDI by participating in activities that challenge ones beliefs. Facilitate dialogue effectively among disparate audiences. Interact with diverse individuals and implement programs, services, and activities that reflect an understanding and appreciation of cultural and human differences. Recognize the intersectionality of diverse identities possessed by an individual. Recognize social systems and their influence on people of diverse backgrounds. Articulate a foundational understanding of social justice and the role of higher education, the institution, the department, the unit, and the individual in furthering its goals. Use appropriate technology to aid in identifying individuals with diverse backgrounds as well as assessing progress towards successful integration of these individuals into the campus environment. Design culturally relevant and inclusive programs, services, policies, and practices. Demonstrate fair treatment to all individuals and change aspects of the environment that do not promote fair treatment. Analyze the interconnectedness of societies worldwide and how these global perspectives impact institutional learning.

Work: I have the honor of working with a wonderfully diverse group of student leaders and student staff in my assistantship. I have facilitated both large- and small-scale programs around diversity and inclusion issues as well Internship: My independent study with the Education Abroad Office provided me with an in-depth look at the lack of diversity, equity, and inclusion in the functional area of study abroad. It drew my attention to a gap in services that I had not noticed before. Coursework: My courses in Theory, Multicultural Perspectives, Social Justice, and Adult Learning have been instrumental in increasing my awareness, knowledge, and skills in this competency area Other: Peers have helped me better understand my own identities and privileges

ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development Ethical professional practice is a competency area that I am passionate about and have developed a solid skillset in. Having a strong sense of my own core values has helped me either align myself with institutional and departmental valuesor simply say, No thank you. This isnt for me. Moving forward, I understand that I will have increasingly more responsibility and decision-making power. I look forward to the opportunity to continue to develop a deeper understanding of my beliefs and values so that I can assist students in their own discernment and decisionmaking processes. Another area for future improvement is the idea of sustainable practices. This is an area that I have not delved into much, and I look forward to having an opportunity to focus on that as a professional.

Articulate ones personal code of ethics for student affairs practice, which reflects the Ethical Professional ethical statements of professional student Practice affairs associations and their foundational ethical principles. Describe the ethical statements and their The Ethical foundational principles of any professional Professional Practice associations directly relevant to ones working competency area context. pertains to the Explain how ones behavior embodies the knowledge, skills, and ethical statements of the profession, particularly attitudes needed to in relationships with students and colleagues, in understand and apply the use of technology and sustainable practices, ethical standards to in professional settings and meetings, in global ones work. While relationships, and while participating in job ethics is an integral search processes. component of all the Identify ethical issues in the course of ones job. competency areas, Utilize institutional and professional resources this competency area to assist with ethical issues (e.g., consultation focuses specifically with more experienced supervisors and/or on the integration of colleagues, consultation with an associations ethics into all aspects Ethics Committee). of self and Assist students in ethical decision making and professional practice. make referrals to more experienced professionals when appropriate. Demonstrate an understanding of the role of beliefs and values in personal integrity and Overall Rating: professional ethical practices. Appropriately address institutional actions that 0 1 2 3 4 5 are not consistent with ethical standards. Demonstrate an ethical commitment to just and sustainable practices.

Work: I consider myself to be a highly ethical leader with a solid sense of my core values. I have the opportunity in my assistantship to work with students to develop their own core values and facilitate discussion around ethical leadership and what that means in a Jesuit context. Internship: All 300 of my internship hours were within the functional area of Student Conduct. Being a conduct officer allowed me to better understand the role that beliefs and values have in the ethical decision-making process. The Ethical Dilemma papers were very helpful in internship. Coursework: SDAD 576: Leadership & Governance was a great foundational class for ethics and ethical leadership, as was EDAD 570: Leadership I. These two courses provided important context for ethical decisionmaking.

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ACPA/NASPA Competency Area History, Philosophy, & Values

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development Looking towards the future, there is a lot more I can learn about the history of the profession of student affairs. I already have many of the resources necessary to continue educating myself on this competency area including the texts that we used for our Foundations course. While I have a deep internal knowledge of the principles of professional practice, I often have a hard time articulating these.

Describe the foundational philosophies, disciplines, and values on which the profession is built. The History, Articulate the historical contexts of institutional Philosophy, and Values types and functional areas within higher competency area education and student affairs. involves knowledge, Describe the various philosophies that define the skills, and attitudes that profession. connect the history, Demonstrate responsible campus citizenship. philosophy, and values Demonstrate empathy and compassion for of the profession to student needs. ones current Describe the roles of both faculty and student professional practice. affairs educators in the academy. This competency area Explain the importance of service to the academy embodies the and to student affairs professional associations. foundations of the profession from which Articulate the principles of professional practice. Articulate the history of the inclusion and current and future exclusion of people with a variety of identities in research and practice higher education. will grow. The Explain the role and responsibilities of the commitment to student affairs professional associations. demonstrating this Explain the purpose and use of publications that competency area ensures that our present incorporate the philosophy and values of the and future practices are profession. informed by an Explain the public role and societal benefits of understanding of our student affairs and of higher education generally. history, philosophy, and Articulate an understanding of the ongoing nature values. of history and ones role in shaping it. Model the principles of the profession and Overall Rating: communicate the expectation of the same from colleagues and supervisees. 0 1 2 3 4 5 Explain how the values of the profession contribute to sustainable practices.

Work: My assistantship supervisor is a self-proclaimed theory nerd, so she has made sure that I understand the foundational Jesuit philosophies and values that SU is founded upon. Coursework: SDAD 577: Foundations of the Student Affairs Profession was a key class for me in terms of this competency area. I have a good understanding of the Carnegie classifications, the Student Personnel Point of View and other foundational aspects of the profession.

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Additionally, while I have a solid understanding of the history of inclusion and Volunteer Work: As part of exclusion of various identities my responsibilities on the within higher education, Graduate Student Council I diversity and inclusion is am a member of several always an important topic that committees, including the one can never learn enough University Rank & Tenure about, and I strive to continue Committee, which provided to deepen my understanding me with up close access of the of the history of social justice role of faculty in the academy. in the student affairs profession.

ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development While I have had several opportunities to hire student employees and consider myself to be ethical in the hiring process, there is still much that I strive to learn with regard to appropriate hiring techniques, policies, procedures and processes. This is an area of development for me. I aspire to be a Dean of Students someday, so while I have some great experience with crisis and risk management, I must continue to build this skillset, stretch my metaphorical rubber band, and develop the skills that help me motivate and manage people effectively. Facilities management is a significant growth area for me, as is budget monitoring and processing expenditures. My limited budget management experience must be expanded on in order to be competent in this area.

Human & Organizational Resources


The Human and Organizational Resources competency area includes knowledge, skills, and attitudes used in the selection, supervision, motivation, and formal evaluation of staff; conflict resolution; management of the politics of organizational discourse; and the effective application of strategies and techniques associated with financial resources, facilities management, fundraising, technology use, crisis management, risk management, and sustainable resources.

Overall Rating: 0 1 2 3 4 5

Describe appropriate hiring techniques and institutional hiring policies, procedures, and processes. Demonstrate familiarity in basic tenets of supervision and possible application of these supervision techniques. Explain how job descriptions are designed and support overall staffing patterns in ones work setting. Design a professional development plan in ones current professional position that assesses ones strengths and weaknesses in ones current position, and establishes action items for fostering an appropriate level of growth. Explain the application of introductory motivational techniques with students, staff, and others. Describe the basic premises that underlie conflict in organizational and student life and the constructs utilized for facilitating conflict resolution in these settings. Effectively and appropriately use facilities management procedures as related to operating a facility or program in a facility. Articulate basic accounting techniques for budgeting, monitoring, and processing expenditures. Demonstrate effective stewardship and use of resources (i.e., financial, human, material) Use technological resources with respect to maximizing the efficiency and effectiveness of ones work. Describe environmentally sensitive issues and explain how ones work can incorporate elements of sustainability. Develop and disseminate agendas for meetings. Communicate with others using effective verbal and nonverbal strategies appropriate to the situation in both one-on-one and small group settings. Recognize how networks in organizations play a role in how work gets done. Understand the role alliances play in the completion of goals and work assignments. Describe campus protocols for responding to significant incidents and campus crises. Explain the basic tenets of personal or organizational risk and liability as they relate to ones work.

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Work: My assistantship has allowed me to select, supervise, motivate and evaluate both student staff members and members of an undergraduate peer facilitation team. In this capacity I have also developed my conflict resolution and management skills by supervising a staff team of four undergraduate students Internship: I had the opportunity to develop my own independent study that looked deeply into risk and crisis management within a study abroad setting, specifically focusing on travel warnings and shortterm/faculty-led programs Volunteer Work: My position on the GSC requires me to manage and motivate a committee to plan and execute events for graduate students; this requires effectively applying management and evaluation skills

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ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development The law, policy, and governance competency areas are ones that are incredibly important to me and are very meaningful. I aspire to be a Dean of Students someday and possible a Vice President, so this is a critical knowledge area for me. Looking towards to future, I can participate as an active member of committees, task forces, working groups and other teams that are charged with making policy recommendations and updating/creating policies. While I see myself more at a private institution, the legal piece is still undeniably important and an area that I would like to pursue more. I foresee myself attending law school at some point in my career because educational policy and law is a passion area for me.

Law, Policy, & Governance The Law, Policy, and Governance competency area includes the knowledge, skills, and attitudes relating to policy development processes used in various contexts, the application of legal constructs, and the understanding of governance structures and their impact on ones professional practice.

Explain the differences between public and private higher education with respect to the legal system and what they may mean for students, faculty, and staff at both types of institutions. Describe the evolving legal theories that define the student institution relationship and how they affect professional practice. Describe how national constitutions and laws influence the rights that students, faculty, and staff have on public and private college campuses. Explain the concepts of risk management and liability reduction strategies. Explain when to consult with ones immediate supervisor and campus legal counsel about those matters that may have legal ramifications. Act in accordance with federal and state/province laws and institutional policies regarding nondiscrimination. Describe how policy is developed in ones department and institution, as well as the local, state/province, and federal levels of government. Identify the major policy makers who influence ones professional practice at the institutional, local, state/province, and federal levels of government. Identify the internal and external special interest groups that influence policy makers at the department, institutional, local, state/province, and federal levels. Describe the public debates surrounding the major policy issues in higher education, including access, affordability, accountability, and quality. Describe the governance systems at ones institution, including the governance structures for faculty, staff, and students. Describe the system used to govern or coordinate ones state/province system of higher education, including community college, for-profit, and private higher education. Describe the federal and state/province role in higher education.

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Internship: The majority of my experience with this competency area lies within my internship experience with Integrity Formation at in Student Conduct at South Seattle Community College. I am knowledgeable of the differences in the student conduct processes between private and public institutions, and I am also knowledgeable of Title IX, Cleary Act and the Dear Colleague Letter as a result of my extensive training with Integrity Formation Coursework: SDAD 576: Leadership & Governance contributed greatly to my understanding of governance, faculty issues, and tenure. SDAD 580: Higher Ed. Law and SDAD 585: Higher Ed. Finance also increased my understanding of policymakers, governmental influence, and governance.

Overall Rating: 0 1 2 3 4 5

ACPA/NASPA Competency Area

Skill

Specific Rating + + + + + +

Evidence of Learning

Future Improvement & Development While I feel strongly about my competency level in this area, I can definitely use more development in better understanding campus cultures and how leadership plays into that. I also want to focus on thinking critically and creatively. Im very analytical and am a wonderful problemsolver, but I am not always the best at coming up with creative alternatives or solutions that have not been tried before.

Leadership The Leadership competency area addresses the knowledge, skills, and attitudes required of a leader, whether it be a positional leader or a member of the staff, in both an individual capacity and within a process of how individuals work together effectively to envision, plan, effect change in organizations, and respond to internal and external constituencies and issues.

Describe how ones personal values, beliefs, histories, and perspectives inform ones view of oneself as an effective leader. Identify ones strengths and weaknesses as a leader and seek opportunities to develop ones leadership skills. Identify various constructs of leadership and leadership styles that include but are not limited to symbolic, expert, relational, and inspirational. Identify basic fundamentals of teamwork and teambuilding in ones work setting and communities of practice. Describe and apply the basic principles of community building. Use technology to support the leadership process (e.g., seeking feedback, sharing decisions, posting data that support decisions, using group-support website tools). Understand campus cultures (e.g., academic cultures, student cultures) and collaborative relationships, applying that understanding to ones work. Articulate the vision and mission of the primary work unit, the division, and the institution. Explain the values and processes that lead to organizational improvement. Identify institutional traditions, mores, and organizational structures (e.g., hierarchy, networks, governing groups, nature of power, policies, goals, agendas and resource allocation processes) and how they influence others to act in the organization. Explain the advantages and disadvantages of different types of decision-making processes (e.g., consensus, majority vote, and decision by authority). Think critically and creatively, and imagine possibilities for solutions that do not currently exist or are not apparent. Identify and then effectively consult with key stakeholders and those with diverse perspectives to make informed decisions. Explain the impact of decisions on diverse groups of people, other units, and sustainable practices. Articulate the logic used in making decisions to all interested parties. Exhibit informed confidence in the capacity of ordinary people to pull together and take practical action to transform their communities and world. Identify and introduce conversations on potential issues and developing trends into appropriate venues such as staff meetings.

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Work: My assistantship is in the office of Leadership Development, and I have had many opportunities to develop this competency area. Supervising student staff, advising a peer leadership education team, facilitating dialogue among students and staff, and developing my own personal strengths are just a few ways in which I have been able to develop leadership skills. Internship: I have taken on a leadership role in all of my internships, whether that is facilitating team-building, effectively responding to student issues, or working as a members of a highfunctioning team.

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Overall Rating: 0 1 2 3 4 5

Effective leaders are constantly thinking about others and how their actions affect others. Being able to consider and explain the impact of decisions on diverse groups of students is a subsection of leadership that I Coursework: EDAD 570: want to strategically develop Leadership in Education I was and implement in my daily a crucial class for me in terms practice. of leadership theory development and examining who I am as a leader and what leadership means to me.

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ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development I strive to be a lifelong learner of emotional intelligence. I am further along in this process than many others due to my deep participation in the MGMT 575 course, but I still have a long way to go. I have incorporated motivational and inspirational quotes into my daily routine in order to help keep things in perspective for myself. I have read two Brene Brown books that have been life-changing for me, and I strive to continue to pursue for pleasure reading that develops me emotionally, spiritually, and intellectually. Another area that I can improve is practicing healthy habits for better living. Eating healthy, getting enough sleep, and exercising are all part of my professional and personal development plan and are incredibly important for wellness.

Identify key elements of ones set of personal beliefs and commitments (e.g., values, morals, Personal Foundations goals, desires, self-definitions), as well as the source of each (e.g., self, peers, family, or one The Personal or more larger communities). Foundations Identify ones primary work responsibilities competency area and, with appropriate ongoing feedback, craft a involves the realistic, summative self-appraisal of ones knowledge, skills, and strengths and limitations. attitudes to maintain Describe the importance of ones professional emotional, physical, and personal life to self, and recognize the social, environmental, intersection of each. relational, spiritual, Articulate awareness and understanding of and intellectual ones attitudes, values, beliefs, assumptions, wellness; be selfbiases, and identity as it impacts ones work directed and selfwith others; and take responsibility to develop reflective; maintain personal cultural skills by participating in excellence and activities that challenge ones beliefs. integrity in work; be Recognize and articulate healthy habits for comfortable with better living. ambiguity; be aware Articulate an understanding that wellness is a of ones own areas of broad concept comprised of emotional, strength and growth; physical, social, environmental, relational, have a passion for spiritual, and intellectual elements. work; and remain Identify and describe personal and professional curious. responsibilities inherent to excellence. Articulate meaningful goals for ones work. Overall Rating: Identify positive and negative impacts on psychological wellness and, as appropriate, seek 0 1 2 3 4 5 assistance from available resources. Recognize the importance of reflection in personal and professional development.

Work: Having regular oneon-ones with my assistantship supervisor has been very beneficial for both my personal and professional development. I have been able to identify key elements of my personal beliefs and core values and receive ongoing feedback as to how they show up in my work. Internship: Working in student conduct provided me with many developmental moments with regards to how I articulate and understand assumptions and identities of myself and others. Coursework: MGMT 575: Leading with Emotional Intelligence was the course that developed me most in this competency area. Taking the EQ assessment and then working my way through writing a very emotional autobiography put me in touch with myself and my foundational beliefs that I had not experienced before

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ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development Looking into the future I strive to place more focus on articulating and understanding how differences in identities can influence development during the college years. Increasing my awareness and knowledge of identity development theories that are different from my identities is critical to understanding students and student issues. Increasing the level and quality of the assessment methods I use is also a critical improvement piece for me. In order to better serve students, I need to focus on developing assessments that allow me to incorporate their results into my practice. Additionally, I would like to focus on identifying the limitations of theories and models that I use often and sometimes rely too heavily on in my practice. Sometimes these are not the best models to use for all demographic groups.

Articulate theories and models that describe the development of college students and the Student Learning & conditions and practices that facilitate holistic Development development. Articulate how differences of race, ethnicity, nationality, class, gender, age, sexual The Student Learning orientation, gender identity, disability, and and Development religious belief can influence development competency area during the college years. addresses the Identify and define types of theories (e.g., concepts and learning, psychosocial and identity principles of student development, cognitive-structural, typological, development and and environmental). learning theory. This Identify the limitations in applying existing includes the ability to theories and models to varying student apply theory to demographic groups. improve and inform Articulate ones own developmental journey student affairs and identify ones own informal theories of practice, as well as student development and learning (also called understanding theories-in-use) and how they can be teaching and training informed by formal theories to enhance work theory and practice. with students. Generate ways in which various learning theories and models can inform training and teaching practice. Identify and construct learning outcomes for both daily practice as well as teaching and Overall Rating: training activities. Assess teaching, learning, and training and 0 1 2 3 4 5 incorporate the results into practice.

Work: At my assistantship we use leadership and student development theories on a daily basis. Our work is grounded in the Social Change Model of Leadership Development, and I use models such as Kolbs Learning Inventory and the Leadership Compass with student groups to help them develop and understand their own unique styles. I used student development theory to guide and inform facilitation. Internship: Chickerings vectors and Schlossbergs transition theories played a major role in my internships. Meeting students where they are at and encouraging them to lean in and challenge themselves within the context of my internships has been a great learning and development opportunity. Coursework: SDAD 578: Theory was a huge contributor to my knowledge.

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