Student Learning & Development (SLD)

Initial Reflection

Through the Student Development and Learning class I should be able to Utilize theory to inform divisional and institutional policy and practice as well as, translate theory to diverse audiences (e.g., colleagues, faculty, students, parents, policy- makers) and use it effectively to enhance understanding of the work of student affairs. I should also be able to evaluate and assess the effectiveness of learning and teaching opportunities at the divisional level and communicate their effectiveness to the larger campus community as well as explain opportunities for collaboration and integrated learning opportunities. Lastly, I should be able to Build and support inclusive, socially-just, and welcoming campus communities that promote deep learning and foster student success. 

Competency Reflection

As I look back on the past couple of months, I have noticed a huge growth in my knowledge from this class. I have learned about several theories that I have already been using prior to learning about them. Since I was already using some of these theories it made it easier to understand the more in-depth parts of those theories. These theories include, Transition Theory, Validation Theory, as well as, both Informal and Formal Theories. The knowledge I gained from these theories as helped with my graduate assistantship as well as how I interact with people on and off campus. I think I have become more aware and more empathetic to those around me. I care more about the students on campus and knowing that many of them are struggling in some way shape or form has made me more aware of my surroundings. I think my most favorite theory we talked about was self-authorship. The reason why this is my favorite is because I have seen myself grow in the different stages of the self-authorship model. I have seen the growth even in these past couple of months since being in graduate school. I can also recognize my students as I have seen them grown into their positions on the board. By the end of the semester they have grown so confident in everything they do and it is so exciting to see that. Through the semester I have been able to practice many of these theories while working with my students. For example, I use validation theory daily working with each individual. We have had a change in boards on CAB. Which means we have new leads, both leads have been pretty nervous as this is their first leadership position they have held. When I walk into our weekly meeting this week I made a point to ask them both how they are feeling and doing. I also tried my best to pump them up and to have some more confidence in them that they will do an amazing job. I feel that my little pep talk did help as they conducted their first meeting with their new board. With a new board comes new students who have never done this before. I am excited to have them and get to know them all better. This semester I will be more hands on with my students because they are all new. With this comes working on transitioning them into their new roles as well as working on self-authorship with each of them.

As I reflect back to the course learning objectives and outcomes, I certainly feel like I have great start on the objectives. I still have a lot of learning to do through the rest of the classes this program has to offer. However, I feel like with each theory we have discussed in class, I am able to relate back to my students that I work with directly. As I spoke about above, the major theories I use on a daily basis, is Validation, Transition, Ecological, Moral Development, and Self-Authorship.  These are the theories that are used more frequently because there basis is on support and growth of the student. From time to time I know that social identities can definitely come into play, especially when we talk about ableism or sexual orientation. As an advisor it is my job to make sure we are inclusive as possible. Campus Activities Board mission statement is “All Welcome Always”.  With that in mind, when we plan events we make sure to accommodate for all. Through this class I have also learned more about informal and formal theory and how I really do use this constantly when planning events and working with my students. I feel I constantly come up with informal theories all the time, especially with COVID. We sometimes have to change parts of an event last minute or miss something that can make an event “crash and burn”. Learning from those mistakes and making plans to not repeat them or do better than the last time. With making those plans, informal theory plays a major role in creating the proper rules to follow, which eventually turns into a formal theory to provide to my students. I am grateful for this class as it had provided me a lot of insight into the development in a student. I feel that I will be able to gage where my students are in their college career. One personal thing I think I bring into the student affairs professional role, is that I am very in tune with how people feel as well as their body language. Although I have been with my partner for over six years, I am able to almost always tell how he is feeling or what his next move might be in certain situations. While in public, I can feel or tell when someone is upset or getting upset at a situation. With this I feel like I will be in tune with my students and may be able to feel when they are upset or unsteady. I am so excited to continue the journey of Student Affairs Administration!

Final Reflection

In my final semester I have had serious growth in the way I apply student development theories from my first semester taking this class. Throughout Spring 2023 semester I have been advising and supporting all seven students on the board. I have been able to put practice to use a lot throughout the semester. in recognizing how identity impact student development, I make sure to try to understand each individual and how they learn and grow. I use this to advise each student differently to make sure they are getting the best from me and also their position. I push my students to think outside of the box when they are planning their events. 

When thinking about how each individual is different in how they work I am able to use relational theories to help each student grow. I use a lot of validation theory. I use this because the way students feel are valid. So I validate them when they feel and event did or did not go well. If it did not go well I always sit down to talk with them about what can be done better in the future as well as, allowing them space to provide feedback in terms of the team, the lead students, and myself. It could be that there was a lack in support of some sort that made an event not go as smoothly. 

For my lead students, I have been able to provide some development for each of them to use. Again, all very relational. However, since the new lead students have started the team dynamics has been going really well. I did a workshop with them on their strengths. This allowed every individual to see and understand how each individual works when it comes to CAB. Some need more time, some need to understand more and listen. I feel it is empowering for the lead students to understand student development as they are able to contribute to the development of the event coordinators and themselves. 

Although I have gained so much from taking the course. I feel there is still a lot to learn in how students develop and different theories that can help them grow. My artifact for this reflection is also from the SLD class as it is a narrative that shows my growth and development as I made my way through undergraduate school and to where I was then.