Student Learning and Development
According to ACPA and NASPA (2015), the Student Learning and Development competency includes knowledge of the “concepts and principles of student development and learning theory” and “the ability to apply theory to improve and inform student affairs and teaching practice” (p. 32). I started developing my knowledge of student development and learning theories through my undergraduate studies in music education. Some of the theories I learned and applied were those created by Piaget, Vygotsky, and Kodály. Each of the lesson plans I crafted and taught then integrated such learning theories. Additionally, the lesson plans were created with specific learning outcomes, objectives, and assessment methods.
These knowledge and skills regarding lesson planning translated into my work as a student affairs professional. This first came to light as I began crafting lesson plans for residential curriculum at the University of Central Florida. Alongside another intern, I revised old and created new lesson plans for each aspect of the curriculum, including intentional interactions, presentations, and newsletters. As can be seen in the example (see link below), each plan included a specific learning objective and a method for assessment. When assessment questions already existed, I was responsible for editing the question and rubrics to be more specific and measureable. Resultantly, I was able to demonstrate the ability to “construct [and assess] learning outcomes for both daily practice as well as teaching and training activities” (ACPA & NASPA, 2015, p. 32).
In addition to skills regarding lesson plan creation and pedagogically sound student learning, I have also gained abilities and knowledge regarding formal and informal student learning theories. This began in the first semester of my graduate studies when I took College Student Personnel 6020: Theory and Assessment of College Student Development. Throughout this course, I read about, presented on, and engaged with several development theories, including those related to cognitive, moral, and psychosocial development. This formal knowledge foundation has served as a tool for my commitment to being a scholar-practitioner.
One specific project that allowed me to develop in this area was the formal theory paper (see link below). For this assignment, I focused on William Perry’s (1970) Scheme of Intellectual and Ethical Development. The first step included me reading about the theory and understanding what development looks like within this framework. Throughout this process I was able to begin developing my ability to “articulate theories and models that describe the development of college students and the conditions and practices that facilitate holistic development”(ACPA & NASPA, 2015, p. 32). I then created an interview protocol and selected three students to interview. When selecting my student sample, I was intentional in recruiting female-identified students who were of different class standing and races. Since Perry’s sample was all White males, I was attempting to understand the generalizability of this framework to women and those of other racial identities. Underlying this rationale was my ability to “articulate how race, ethnicity, nationality, class, gender, age, sexual orientation, gender identity, dis/ability, and religious belief can influence development during the college years” (ACPA & NASPA, 2015, p. 32).
After the interviews, I analyzed the data and made sense of the information I had gathered. The paper also included a critique of Perry’s theory. My focus was largely on the exclusivity of his sample. Additionally, I noted strengths of Perry’s work, including the fact that it was not a stage theory, so accounted for the fluidity of student development. The combination of the analysis and my critique led to my recommendations for practitioners in regards to effectively facilitating students’ intellectual and ethical development. Some of these recommendations were for institutions, such as implementing a critical thinking course, and some of these recommendations were for individual professionals, such as encouraging students to always justify their decisions. This theory critique and recommendations process allowed me to “identify the strengths and limitations in applying existing theories and models to varying student demographic groups” (ACPA & NASPA, 2015, p. 32). Rather than just identifying strengths, I was able to use a critical lens and consider the impact of intersecting identities on the application of this theory. The combination of my developing this formal theory paper, my experiences as an education student, and my editing and creating residential curriculum has allowed me to cultivate a well-rounded knowledge and skill base in this competency area.
American College Personnel Association & National Association of Student Personnel Administrators. (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
Perry, W. G., Jr. (1970). Forms of intellectual and ethical development in the college years. New York, NY: Holt, Rinehart, and Winston.