Student Learning and Development

The Student Learning and Development competency area addresses the concepts and principles of student development and learning theory. This includes the ability to apply theory to improve and inform student affairs practice, as well as understanding teaching and training theory and practice.

     CSP 6020: Theory and Assessment of College Student Development as well as CSP 6030: Theory and Assessment of Educational Environments provided me with an introduction to student development theory as well as theories of how the environment can affect student development.  I demonstrate my ability to “articulate theories and models that describe development of college students and the conditions and practices that facilitate holistic development,” my ability to “articulate how differences of race, ethnicity, nationality, class, genera age, sexual orientation, gender identify, disability and religious beliefs can influence development during the college years,” as well as my ability to “identify and define types of theories” (ACPA & NASPA, 2010, p. 26) through my Voice Journal and Immersion project.  I also demonstrated competency in student learning and development through my Formal Theory Paper in which I applied theories of identity and moral development as well as theory of reflective judgment to a student, as well as my personal theory paper (link) in which I articulated my own developmental journey and identified my own informal theories (ACPA & NASPA, 2010, p. 26).

     In CSP 6040: Educational Outcomes of American Colleges and Universities we explored the purpose and values of higher education.  In my Intended Outcomes of Higher Education paper I identified and constructed learning outcomes (ACPA & NASPA, 2010, p. 26).  In my Impact of college paper I explored how education impacts students with disabilities.  This paper helped me to “identify and define types of theories”, “identify the limitations in applying existing theories” and “generate ways in which various learning theories and models can inform training and teaching practice” (ACPA & NASPA, 2010, p. 26).  Our final project of Outcomes of American Colleges and Universities culminated what we had learned all semester through creation of an institution in which we created learning outcomes and “articulated theories and models that describe the development of college students” (ACPA & NASPA, 2010, p. 26)