Professional Development Narrative
As a graduate student in the College Student Personnel program at Bowling Green State University, I have gained some expertise in the professional student affairs competencies and several key areas of knowledge. The knowledge I have gained in these areas has come from course readings, class discussions, class assignments/learning activities, my graduate internship in academic advising at Owens Community College, practica experiences, and attending professional development workshops and conferences. There are gaps and/or limitations of my knowledge and knowledge areas and
competency areas that that I would like to enhance as part of my continuing professional development beyond graduation. As someone who considers herself a lifelong learning, having a professional development plan is important to me.
Four Areas of Knowledge I Want to Develop:
1. Advising and Helping
2. Leadership
3. Student Development Theory
4. Multicultural Competence
Four Competencies I Want to Develop:
1. Advising and Helping
2. Assessment, Evaluation, and Research
3. Student Learning and Development
4. Equity, Diversity, and Inclusion
How will enhanced knowledge in each of these areas contribute to my professional success?
As you will see by comparing the knowledge areas and student affairs professional competency areas that I would like to further enhance, there are many similarities. The College Student Personnel Program gave me a general overview of student affairs and prepared me to be a generalist in the field. Because of my interest in working in academic advising and/or career services, I want to focus on continuing to expand my knowledge in the advising and helping area. There is crossover between career and academic advising and the knowledge that I gain will help me to engage in more meaningful work with students faculty, and colleagues. I want to learn more about specific academic advising/career counseling theories, interviewing techniques, and how they impact student success, persistence, and retention. I also want to stay abreast of new outreach efforts with students that utilize social media such as Facebook and Twitter. Experimenting with using these social media outlets has the ability to enhance my communication with the students I advise, as many of them obtain their news and information from these sources. By seeking knowledge in both career advising and academic advising, I feel that I will be able meet the needs of the students I advise in either setting better.
No matter what position I am in on a college campus, I believe that it will be important to model leadership. As a result, I want to read books about leadership and continue to grow and serve as an example to others in this area. I want to take a more active role in professional associations such as the National Academic Advising Association and continue to stay informed about best practices and communicate these ideas among colleagues at the institution where I work. Seeking a mentor in student affairs will push me to excel help hold me accountable to my personal and professional goals.
As part of my continuing professional development, I also want to grow in the area of assessment. As budgets get smaller, it is becoming increasingly important to show accountability for the work we do with students. Engaging in assessment in academic or career advising will prove beneficial in showing others the value and impact of our work with students because it is tied to specific learning outcomes.
Theories in student affairs help us to understand the behavior of individual students and groups on a college or university campus (Pope,
Reynolds, & Mueller, 2004). I want to expand my knowledge of theories by reviewing the many different student development theories I learned about in my coursework (i.e., identity development theories, moral development theories, psycho-social development theories, typology theories, and racial identity development theories). Theory is the foundation upon which much of the work in student affairs practice and research is based (Pope,
Reynolds, & Mueller, 2004). Theories help inform our practice and, in student affairs, theories allow us to better understand how students learn and develop. In addition, theories help us to design and implement more effective programs and services and can help to direct our research.
I have a strong desire to teach career planning and job search courses and first-year experience courses. Growing my knowledge and skills in student learning and development will make me a better instructor and classroom facilitator and will allow me to actively engage students in the learning process. I also want to learn more about how to address the needs of Millennial students and adult learners as classrooms are becoming increasingly very diverse environments.
As an academic or career advisor, I play a role in making the environment safe, inclusive, and welcoming for all students. As a result, I want to continue growing in multicultural competence by further developing my awareness, knowledge, and skills in this area. With an increasingly diverse student population on college campuses, it is important to grow as a professional in my intercultural maturity and assist students in growing in their intercultural maturity (King & Baxter Magolda, 2005). This requires more than just knowing a lot of information about different cultural groups or having a greater awareness. Rather, it involves a transformation at an individual level where one is able to draw upon their understanding as the need arises. In addition, multicultural competence is a component of every other competency area in student affairs, which reinforces how critical this
competency area is to becoming an effective practitioner (American College Personnel Association and National Association of Student Personnel
Administrators, 2010).
I have prepared a 3-Year Professional Development Plan (attached below).
References:
American College Personnel Association and National Association of Student Personnel Administrators (2010). Professional competency areas for student affairs practitioners. Washington, DC:
Authors. Retrieved from http://www2.myacpa.org/img/Professional_Competencies.pdf
King, P. M., & Baxter Magolda, M. B. (2005). A developmental model of intercultural maturity. Journal of College Student Development, 46, 571-592.
Pope, R. L., Reynolds, A. L. & Mueller, J. A. (2004). Multicultural competence in student affairs. San Francisco, CA: Jossey-Bass.
Photo from http://www.livingstonesa.org/Page/401
competency areas that that I would like to enhance as part of my continuing professional development beyond graduation. As someone who considers herself a lifelong learning, having a professional development plan is important to me.
Four Areas of Knowledge I Want to Develop:
1. Advising and Helping
2. Leadership
3. Student Development Theory
4. Multicultural Competence
Four Competencies I Want to Develop:
1. Advising and Helping
2. Assessment, Evaluation, and Research
3. Student Learning and Development
4. Equity, Diversity, and Inclusion
How will enhanced knowledge in each of these areas contribute to my professional success?
As you will see by comparing the knowledge areas and student affairs professional competency areas that I would like to further enhance, there are many similarities. The College Student Personnel Program gave me a general overview of student affairs and prepared me to be a generalist in the field. Because of my interest in working in academic advising and/or career services, I want to focus on continuing to expand my knowledge in the advising and helping area. There is crossover between career and academic advising and the knowledge that I gain will help me to engage in more meaningful work with students faculty, and colleagues. I want to learn more about specific academic advising/career counseling theories, interviewing techniques, and how they impact student success, persistence, and retention. I also want to stay abreast of new outreach efforts with students that utilize social media such as Facebook and Twitter. Experimenting with using these social media outlets has the ability to enhance my communication with the students I advise, as many of them obtain their news and information from these sources. By seeking knowledge in both career advising and academic advising, I feel that I will be able meet the needs of the students I advise in either setting better.
No matter what position I am in on a college campus, I believe that it will be important to model leadership. As a result, I want to read books about leadership and continue to grow and serve as an example to others in this area. I want to take a more active role in professional associations such as the National Academic Advising Association and continue to stay informed about best practices and communicate these ideas among colleagues at the institution where I work. Seeking a mentor in student affairs will push me to excel help hold me accountable to my personal and professional goals.
As part of my continuing professional development, I also want to grow in the area of assessment. As budgets get smaller, it is becoming increasingly important to show accountability for the work we do with students. Engaging in assessment in academic or career advising will prove beneficial in showing others the value and impact of our work with students because it is tied to specific learning outcomes.
Theories in student affairs help us to understand the behavior of individual students and groups on a college or university campus (Pope,
Reynolds, & Mueller, 2004). I want to expand my knowledge of theories by reviewing the many different student development theories I learned about in my coursework (i.e., identity development theories, moral development theories, psycho-social development theories, typology theories, and racial identity development theories). Theory is the foundation upon which much of the work in student affairs practice and research is based (Pope,
Reynolds, & Mueller, 2004). Theories help inform our practice and, in student affairs, theories allow us to better understand how students learn and develop. In addition, theories help us to design and implement more effective programs and services and can help to direct our research.
I have a strong desire to teach career planning and job search courses and first-year experience courses. Growing my knowledge and skills in student learning and development will make me a better instructor and classroom facilitator and will allow me to actively engage students in the learning process. I also want to learn more about how to address the needs of Millennial students and adult learners as classrooms are becoming increasingly very diverse environments.
As an academic or career advisor, I play a role in making the environment safe, inclusive, and welcoming for all students. As a result, I want to continue growing in multicultural competence by further developing my awareness, knowledge, and skills in this area. With an increasingly diverse student population on college campuses, it is important to grow as a professional in my intercultural maturity and assist students in growing in their intercultural maturity (King & Baxter Magolda, 2005). This requires more than just knowing a lot of information about different cultural groups or having a greater awareness. Rather, it involves a transformation at an individual level where one is able to draw upon their understanding as the need arises. In addition, multicultural competence is a component of every other competency area in student affairs, which reinforces how critical this
competency area is to becoming an effective practitioner (American College Personnel Association and National Association of Student Personnel
Administrators, 2010).
I have prepared a 3-Year Professional Development Plan (attached below).
References:
American College Personnel Association and National Association of Student Personnel Administrators (2010). Professional competency areas for student affairs practitioners. Washington, DC:
Authors. Retrieved from http://www2.myacpa.org/img/Professional_Competencies.pdf
King, P. M., & Baxter Magolda, M. B. (2005). A developmental model of intercultural maturity. Journal of College Student Development, 46, 571-592.
Pope, R. L., Reynolds, A. L. & Mueller, J. A. (2004). Multicultural competence in student affairs. San Francisco, CA: Jossey-Bass.
Photo from http://www.livingstonesa.org/Page/401
3-Year Professional Development Plan
Professional
Development
Areas Year 1 Year 2 Year 3 & beyond
* Learn what is happening * Attend ACPA, NACADA, or * Engage in assessment on my
regarding assessment in my NASPA regional /national campus within the functional
Assessment, current department at the conference & go to a session area where I work.
Evaluation, & campus where I work. on assessment.
Research
* Read every issue of * Gather a group of colleagues * Present research I conduct at
The Journal of College to meet on a regular basis to a state or regional conference.
Student Development and discuss research articles of
About Campus. interest to the group & discuss.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------
* Read On Course: Strategies * Read The Leadership Challenge, * Attend an On Course 4-day
for Creating Success in College by James Kouzes & Barry Posner. workshop.
and Life, by Skip Downing.
* Get actively involved in * Seek a mentor to meet with * Apply for the NACADA
Leadership NACADA by joining an interest regularly to discuss opportunities Emerging Leaders Program.
group or sub-committee. for growth.
* Read Contested Issues in Student Affairs: Diverse Perspectives and Respectful Dialogue by Peter Magolda & Marcia
Baxter Magolda
-------------------------------------------------------------------------------------------------------------------------------------------------------------------.
* Attend NACADA National * Become certified in appreciative * Become certified as a career
Conference. advising. advisor.
* Read the NACADA Journal * Read Motivational Interviewing: * Research advocacy
& Academic Advising Today Helping People Change, by advising & incorporate it into
Advising & & discuss with colleagues Warren Miller & Stephen Rollnick. my advising with students.
Helping in academic advising.
* Use Facebook and/or * Attend NACADA Regional/National * Read the book Career
Twitter to supplement the Conference. Advising: An Academic
outreach I am already doing as Advisor's Guide by Virginia
an advisor. Gordon.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------
* Teach a career course & * Teach a first-year experience * Read Understanding and
collaborate with other instructors course & explore the First-Year Addressing the Needs of
to incorporate active learning Experience website at the University Adult Learners by Jennifer
strategies to engage students of South Carolina. Varney & Lisa Peck.
Student in classroom activities.
Learning &
Development * Review the theories I studied & * Read You Majored in What? by * Get certified in
make theory note cards about each Katharine Brooks. administering the Myers-
theory for easy reference. Briggs Type Indicator &
Use the Myers-Briggs in a
classroom setting.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------
* Read Why Aren't We There Yet?: * Attend a "Train the Trainer" * Read the First Generation
Taking Responsibility for Creating Safe Zone. Student Experience:
an Inclusive Campus by Jan Arminio, Implications for Campus
Vasti Torres, & Raechel Pope. Practice, and Strategies for
Multicultural Improving Persistence and
Competence Success by Jeff Davis.
* Attend a local conference on * Read Toward Acceptance: * Attend a Social Justice
multicultural issues in student affairs. Sexual Orientation Issues on Training Institute.
Campus by Vernon Wall & Nancy
Evans.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------
Development
Areas Year 1 Year 2 Year 3 & beyond
* Learn what is happening * Attend ACPA, NACADA, or * Engage in assessment on my
regarding assessment in my NASPA regional /national campus within the functional
Assessment, current department at the conference & go to a session area where I work.
Evaluation, & campus where I work. on assessment.
Research
* Read every issue of * Gather a group of colleagues * Present research I conduct at
The Journal of College to meet on a regular basis to a state or regional conference.
Student Development and discuss research articles of
About Campus. interest to the group & discuss.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------
* Read On Course: Strategies * Read The Leadership Challenge, * Attend an On Course 4-day
for Creating Success in College by James Kouzes & Barry Posner. workshop.
and Life, by Skip Downing.
* Get actively involved in * Seek a mentor to meet with * Apply for the NACADA
Leadership NACADA by joining an interest regularly to discuss opportunities Emerging Leaders Program.
group or sub-committee. for growth.
* Read Contested Issues in Student Affairs: Diverse Perspectives and Respectful Dialogue by Peter Magolda & Marcia
Baxter Magolda
-------------------------------------------------------------------------------------------------------------------------------------------------------------------.
* Attend NACADA National * Become certified in appreciative * Become certified as a career
Conference. advising. advisor.
* Read the NACADA Journal * Read Motivational Interviewing: * Research advocacy
& Academic Advising Today Helping People Change, by advising & incorporate it into
Advising & & discuss with colleagues Warren Miller & Stephen Rollnick. my advising with students.
Helping in academic advising.
* Use Facebook and/or * Attend NACADA Regional/National * Read the book Career
Twitter to supplement the Conference. Advising: An Academic
outreach I am already doing as Advisor's Guide by Virginia
an advisor. Gordon.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------
* Teach a career course & * Teach a first-year experience * Read Understanding and
collaborate with other instructors course & explore the First-Year Addressing the Needs of
to incorporate active learning Experience website at the University Adult Learners by Jennifer
strategies to engage students of South Carolina. Varney & Lisa Peck.
Student in classroom activities.
Learning &
Development * Review the theories I studied & * Read You Majored in What? by * Get certified in
make theory note cards about each Katharine Brooks. administering the Myers-
theory for easy reference. Briggs Type Indicator &
Use the Myers-Briggs in a
classroom setting.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------
* Read Why Aren't We There Yet?: * Attend a "Train the Trainer" * Read the First Generation
Taking Responsibility for Creating Safe Zone. Student Experience:
an Inclusive Campus by Jan Arminio, Implications for Campus
Vasti Torres, & Raechel Pope. Practice, and Strategies for
Multicultural Improving Persistence and
Competence Success by Jeff Davis.
* Attend a local conference on * Read Toward Acceptance: * Attend a Social Justice
multicultural issues in student affairs. Sexual Orientation Issues on Training Institute.
Campus by Vernon Wall & Nancy
Evans.
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