Resident Assistant Use of Student Development Theory

Slides:



Advertisements
Similar presentations
Deena Sue Fuller Tennessee State University Adapted from a presentation by Brenda Marsteller Kowalewski at Weber State.
Advertisements

An Overview of Service Learning: Building Bridges, Making Connections
LEARNER CENTERED LEARNER DESIGNED Learning & Preparation Objectives Learning Resources and Strategies Evidence of Accomplishment of Objectives Criteria.
Internship Programs A University Perspective By Dr. Lisa Stephenson The George Washington University Elliott School of International Affairs.
Connecting Work and Academics: How Students and Employers Benefit.
Formative Assessment.
Developing Business Practice – 302LON Developing a Personal Development Plan Unit: 10 Knowledgecast: 2.
FOSTERING LEADERSHIP IN STUDENTS WITH LEARNING DISABILITIES: THE DI/LI THEORY Presented By: Tory Atkins, Brittany Vytal, and Megan Purcell.
© 2012 CAPELLA UNIVERSITY T WENTY YEARS OF ENHANCING ONLINE STUDENT S UCCESS Amy Buechler-Steubing & Siri Sorensen Capella University – Learning Assistance.
Formative Assessment. Fink’s Integrated Course Design.
M ARTIN LUTHER K ING S TATE UNIVERSITY Student Affairs Departmental Training Created By: Rodney M. Hughey M.A.
Student Development Philosophy Stephen Nabors EDU654: Student Development in Higher Education Instructor: Judith Marged March 3, 2015.
Developmental Intervention Model Use for student or institution Can be planned or responsive Planned (Disable Student Services) Responsive (Teacher notices.
CAREER MANAGEMENT: Knowing you and your value
Connecting Work and Academics
Learning Assessment Techniques
Your Teaching Narrative
NonProfit Center, 89 South Street March 17, :00 AM – 10:00 AM
Performance Management
Multiple literacy Standards for the 21st-Century learner
Career Exploration Career Planning Readiness Self Assessment
Victoria Lopez-Herrera Associate Director, Student Development
Kate Cossa, Matthew Drilling, Abby Hahn, Katy Leichsenring
When asked to name the most common skills gaps they encounter in recruiting, responding HR professionals noted CRITICAL THINKING and PROBLEM-SOLVING, professionalism.
Student Affairs Assessment
Victoria Lopez-Herrera Associate Director, Student Development
Big Picture Ideas for New Beginnings Questions to Frame our Discussion: Identify three constituent groups that you have relationships with in your current.
Jeffrey Hoyle Central Michigan University
SO you Thought College would be easy?
Giving Feedback The purpose of feedback is to be helpful
Overview of Learning Outcomes
Student Learning Outcomes Alignment through Academic and Student Affairs Partnerships NASPA Assessment & Persistence Conference June 25, 2015 Susan Platt,
A Classroom Action Research Tool
Your Teaching Narrative
CCASN’s College & Career Pathways Leadership Guide:
THE JOURNEY TO BECOMING
Coming to America: How International Women of Color Navigate their Roles as Administrators in Student Affairs Dr. Khalilah Doss, McPherson College Dr.
EDU 675Competitive Success/snaptutorial.com
EDU 675 Teaching Effectively-- snaptutorial.com
Monday, March 5, 2018 Convention Center, ROOM#
Monday, March 5, 2018 Salon H-Marriot Downtown
An Inclusive Model of Supervision: Modeling the Way
Connecting Career Competencies to Division Student Employment
Western Michigan University
UCO Career Development Center:
Ed 11: Beginning Field Experience
Monday, March 5, 2018 Marriott Downtown, Salon J
Nicole Mayo, EdD University of Cincinnati
The Call for Action: Coaching and Supporting Mathematics Instruction
Welcome to Practitioner-to-Faculty: An Examination of Narratives
Nicole Boulais & David Bagley Rochester Institute of Technology
Will Simpkins, Ed.D. John Jay College of Criminal Justice, CUNY
Prioritizing the Terminal Degree:
Taking a Giant Leap Using the Taxonomy of Significant Learning to Inform Instructional Design Ashlynn Kogut Texas A&M University.
Coaching and Giving Feedback
Tuesday, March 6, 2018 Convention Center, ROOM 123
A Personal and Social Skills Approach to
Collaborative Solutions for Complex Problems: Preventing Disability Complaints on Your Campus Eileen Connell Berger, Graduate School of Education, Harvard.
Tuesday, March 6, 2018 Convention Center, 119B
CTE Completers Looking to Transfer & 4 year Graduates Looking for CTE
Pedagogical Practice, Shift, and Professional Growth in Online Courses
21st Century Skills For Students and Educators Foundations of Teaching and Learning University of Richmond Summer 2011 Christine Mingus.
e - Portfolio Elham Fathi Ali Nasser ID: A
Developing SMART Professional Development Plans
Pati Kravetz Associate Director for Experiential Learning and Student Employment Main title: 40 pt. Arial Presenter Name: 16 pt. Arial Presenters Title:
Project (Problem) Based Learning
Reflection for Scientists:
Revamping the student opinion instrument for faculty
Pati Kravetz Associate Director for Experiential Learning and Student Employment Main title: 40 pt. Arial Presenter Name: 16 pt. Arial Presenters Title:
Working with actors in healthcare simulation
Presentation transcript:

Resident Assistant Use of Student Development Theory David “Schmiddy” Schmid, Ed.D. University of Northern Iowa Deb McConahie, M.S., University of Nebraska Lincoln Lyn Redington, Ph.D., The University of Iowa Monday, March 5, 2018 Convention Center, ROOM# 112 B Program ID: 47145

Welcome!

OUTLINE OF PROGRAM Student development theory. Models on utilization OUTLINE OF PROGRAM Student development theory Models on utilization Values of utilization Small group discussion: how do we utilize theory? Research findings Incorporating theory into supervision of resident assistants Case studies Wrap up

Defining Student Development

A collection of theories related to college students that explain how they grow and develop holistically, with increased complexity, while enrolled in a postsecondary educational environment. Patton, Renn, Guido, & Quaye, 2016, p. 6 … beneficial when it helps explain a piece of the world to us. Brookfield, 2005, p. 4 Theory is a way “to describe, explain, predict, influence outcomes, assess practice, and generate new knowledge and research” Jones & Abes, 2011, p. 151

Theory Utilization Models

Theory to Practice (Reason and Kimball – 2012) Connections between: -Formal theory -Institutional context -Informal theory -Practice -Feedback loops

Listening to Students’ Stories (Coles – 1989) -Students hope they tell their stories well enough so we understand the truth of their lives. -We have to remember that what we hear is their story.

Value of Utilizing Theory

The professional field of student affairs needs formal theories, validated by research, to ascertain whether individuals’ perceptions hold for the students with whom they work and the situations in which they find themselves. Patton et al., 2016, p. 52

Theory to Practice Small group discussion: How do you utilize theory in your work?

Research Findings

Dissertation -How RAs define student development -Growth vs student development -Supervisor impact -Quick reference

Focus Groups: -University of Nebraska Lincoln -University of Iowa -University of Northern Iowa

Focus Groups Themes

Student Development Theory: Life skills Learning how to navigate obstacles Bridging the gap from dependence (home) to independence (college and beyond) Being the best citizens possible Dualistic and pluralistic mindsets Creating a road map for the college experience Assist students be the best they can be Makes me think of Maslow How we help students fulfill their dreams

Utilizing Theory as RAs: Offer opportunities to reflect Provide tools they need to develop as students (i.e., supplemental instruction) Develop deep and interpersonal relationships Listen without judgment Create safe and welcoming environments We need to be self-aware about our own development. This will allow us to support others. It all comes back to developing one-on-one relationships and listening

What is Missing? -Theories don’t address the outliers -We work with theories way more than we think we do. -We don’t know what we’re actually trying to “develop” -What events are effective for student development theory? -If supervisors used theory (and talked about it), we would know what we’re doing has a name.

Theory to Supervision

Iowa GROW: Guided Reflection On Work Outcomes of Student Employment: 1 Iowa GROW: Guided Reflection On Work Outcomes of Student Employment: 1. Writing 2. Verbal communication 3. Diversity 4. Functioning independently 5. Conflict negotiation 6. Problem solving 7. Preparation for real-world employment 8. Learn about career options 9. See connections between work and academics

Iowa GROW Conversations: 1 Iowa GROW Conversations: 1. How is this job fitting in with your academics? 2. What are you learning here at work that is helping you in school? 3. What are you learning in class that you can apply here at work? 4. Can you give me a couple examples of things you are learning here at work that you will use in your chosen profession?

Case Study

References Brookfield, S. D. (2005). The power of critical theory: Liberating adult learning and teaching. San Francisco: Jossey-Bass.   Coles, R. (1989). The call of stories: Teaching and the moral imagination. Boston, MA: Houghton Mifflin. Jones, S. R. & Abes, E. S. (2013). The nature and use of theory. In J. H. Schuh, S.R. Jones, & S. R. Harper (Eds.) Student Services: A handbook for the profession (5th ed., pp.149-167). San Francisco: Jossey-Bass. Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college: Theory, research, and practice (3rd ed.). San Francisco: Jossey-Bass. Reason, R. D., & Kimball, E. W. (2012). A new theory-to-practice model for student affairs: Integrating scholarship, context, and reflection. NASPA Journal, 49(4), pp. 359-376. Schmid, D. M. (2011). Resident assistant use of student development theory and its relation to supervisor preparedness (Doctoral dissertation). Retrieved from Proquest database. (Order Number 3493269)

Q & A

Thank you for joining us today! Please remember to complete your online evaluation following the conference. See you in Los Angeles in 2019!