Student Learning and Development (SLD)
Level: Foundational
I developed in the following areas related to this competency:
"Articulate theories and models that describe the development of college students and the conditions and practices that facilitate holistic development (e.g. learning, psychosocial and identity development, cognitive-structural, typological, environmental, and moral)" (p. 32).
"Articulate one’s own developmental journey in relation to formal theories" (p. 32).
"Articulate how race, ethnicity, nationality, class, gender, age, sexual orientation, gender identity, dis/ability, and religious belief can influence development during the college years" (p. 32).
Academic Experience
EAF 461: Student Development Theory:
EAF 461 provided us with an understanding of the “developmental theories that guide the practice of student affairs administration.” It also assisted us on how to use these theories in our work. The readings of this course provided an overview of several theories, as well as their criticism and limitations. Additionally, there were several assignment requirements including the Film Analysis paper and the Identity Development Theory presentation. The Film Analysis paper asked us to pick a film depicting college age students and analyze them through multiple developmental theories that we have discussed in class. The film I chose was Higher Learning (1995), and I analyzed one of the main characters through D'Augelli’s Model of Lesbian, Gay, and Bisexual Development, Social Class Worldview Model (SCWM), and Baxter-Magolda’s Self Authorship theory. The Identity Development Theory presentation required us to research, propose critiques, and then teach an identity development theory to the class. My group's presentation was Asian American Racial Identity Development. These assignments allowed us to address the concepts and principles of student development and learning theory, and discuss our ability to apply theory to improve and inform student affairs practice.
Asian American Racial Identity Development Theory Presentation
Work Experience
Applying Student Development Theories in my Work
The SLD competency includes the ability to apply theory to our practice. By reflecting on what I have learned from my CSPA classes, I have taken great responsibility for assisting students in their transition into college as well as provide resources towards developing their identities through out their college experience. Student developmental theories that guide, improve, and inform my practice of student affairs include Chickering’s Seven Vectors (1969), and Schlossberg’s Transition Theory (1984). Please see below in how I have applied these theories in my practice.
Reference:
ACPA: College Student Educators International & NASPA − Student Affairs Administrators in Higher Education (2015). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Retrieved from http://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf