1. Student Development Training Session Adrienne Santiago EDU654 Student Development in Higher Education Final Project Dr. David Hinton January 18, 2016

2. Student Development Training Session January 18, 2016

3. Mission Statement The Department of Student Affairs, within this institution of higher education, is committed to developing the individual identity of each student, while nurturing and supporting their educational and career goals.

4. Department Goals The goal of this department is to provide students with the tools and services needed to promote individual student identity, engagement and a sense of belonging on campus in hopes of seeing every student succeed personally, academically and professionally.

5. Our Campus Student Development Philosophy Student Development in higher education is a process that begins upon enrollment. The process of student development is the responsibility of the entire college while facilitated by the department of student affairs. To begin the process, this department must model and implement programs to meet the needs of all students as an individual who is bringing their unique history and background to the college. Each student is unique in religion, beliefs, moral, ethic and academics. Through social interactions, academic learning experiences, leadership opportunity, and freedom of expression and engagement, the student will embark on a holistic path of development that will ensure success.

6. Philosophy Statement Continues The department of student affairs understands and accepts that each student is different and will require different needs at multiple levels throughout their educational experiences. Effective student development will require that we, as student advisors, meet students where they are through unconditional acceptance. We are committed to exposing students to a variety of opportunities for growth, promoting vision, which not only builds upon current experiences, but also create connections for future professional vision.

7. Philosophy Statement Continues Personal and professional growth will be modeled by all faculty and staff as the department support’s Kohlberg’s theory of moral reasoning directing student’s towards reflective judgment. A goal of this department is to encourage behavior in students that “maintain the system and fulfills societal obligations” (Evans, Forney, Guido, Patton & Renn, 2010, p.104) Faculty will model and mentor students towards personal and professional growth by combining academics with industry standards for each occupational group. The campus will focus of the strength, commitment and perseverance of the student body providing teaching opportunities throughout the campus to help student learn how to overcome challenges and obstacles that may get in their way of their personal and professional growth as well as academic goals. Special interest organizations, leadership opportunities and community service will support the development of the holistic student throughout their education.

8. In Preparation For This Training Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students - Volume 2: A third decade of research. San Francisco: Jossey-Bass. How college affects students - Volume 2: A third decade of research This book provides research data on how first-year students are influenced by college. A follow-up to early data, the author looks at who are the first-year students since 1990, and how they are developing individually, socially and cognitively. Figures and tables create a portrait on how academics, morals, psychosocial skills, attitudes, and cognitive skills undergo changes throughout the first year(s) of college.

9. Reading List Continues Upcraft, M. L., Gardner, J. N., Barefoot, B. O., & Associates. (2005). Challenging & supporting the first-year student: A handbook for improving the first year of college. San Francisco: Jossey-Bass. This reference book would be an asset to any Student Affairs professional. Putting theory into practice, this reference book provides insight into the latest data on first-year students. The role and responsibilities of the Student Affairs professional is discussed providing the professional with direction for student success. How academics, through collaboration with Student Affairs, affect ongoing student development is another topic covered with suggestions on making learning challenging and effective assessments. Strategies, tips and advice are included for creating an effective campus culture that stimulates student development.

10. Reading List Continues Upcraft, M. L., Gardner, J. N., & Associates. (1989). The freshman year experience: Helping students survive and succeed in college. San Francisco: Jossey-Bass. The freshman year experience: Helping students survive and succeed in college Understanding the issues facing higher education today, this author, using research from trending national data, provides suggestions and strategies to increase engagement and retention of first year college students. Realizing the varied degrees of adjustment first year students must underdo, the author provides a list of programs and services and interventions supporting the needs of today’s college freshman. Strategies for implementation of effect freshman seminars are discussion. Chapters dedicated to programs and services needed for diverse populations, including gender, ethnicity, disabled, Adult Learners, and special groups are also covered. Also discussed is the importance of campus collaboration between academics and student affairs as well as administrators and faculty.

11. Student Development Training Objective Upon successful completion of this training, all student affairs professionals, through nurturing and proactive programs such as life planning, career guidance and leadership development, will be able to assist first-year students entering this vocational post-secondary educational institution in developing individual student identity for career readiness, which includes academics as it pertains to knowledge and skills as well as professional development.

12. Student Development Principles Checklist  As academic advisors, we must recognize that every student enters the college as an individual who is unique bringing personal background and experiences requiring specific student development services.  Academic advisors understand that each student will develop at their own pace and may require specific services and programs to meet their individual needs.  The student development services and programs implemented by this department are to “guide students to develop an internally defined and integrated belief system and identity” (Hodge, Baxter Magolda, & Haynes, 2010, p. 19), which will prepare them to enter the workforce.  Ethics and morals are integral component of student development and key for professional success. The academic advisor will provide students with opportunities to evaluate and consider issues from all positions.  Employability skills include leadership. The academic advisor will encourage, support and nurture all students to engage in activities that promote independence and sound judgment.  To encourage an active learning environment essential for adult learners, student advisors will provide students with choices regarding their learning experiences.

13. Checklist Continues  Understanding the identity development process for students, academic advisors will support students in contributing to the discovery process encouraging questioning and problem solving.  In preparing students for the workforces, academic advisors will promote accountability, creativity, conflict resolution, and teamwork.  Understanding this is a diverse learning environment; academic advisors must be committed to providing social and educational opportunities for all learners to ensure academic success resulting in graduation.  Academic advisors must be steadfast in researching resources that promote the learning environment including knowledge, skills, and professional development.  Academic advisors must acknowledge this institution as a community where collaboration is essential sharing best practices for an effective learning environment that will support ongoing student development.  Focused on developing a sense of belonging for each student, the academic advisor will collaborate with all faculty and staff encouraging and promoting student participations academically, socially, and throughout the community.  Understanding the campus environment is the key to student success, the academic advisory will be committed to a theme of excellence both for the institution and each individual student.

14. Training Syllabus Training Title:Academic Advisor Training Training Facilitator: Adrienne Santiago Date: January 18, 2016Room: Faculty Conference Room Time: 8:30 am to 9: 30 amCEU: 1 unit Training Objective: Upon successful completion of this training, all student affairs professionals, through nurturing and proactive programs, will be able to assist first-year students entering this vocational post-secondary educational institution in developing individual student identity for career readiness, which includes academics as it pertains to knowledge and skills as well as professional development. Pre-Training Resources: How College Affects Students -Volume 2 A Third Decade of Research Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students - Volume 2: A third decade of research. San Francisco: Jossey-Bass. How college affects students - Volume 2: A third decade of research Challenging & supporting the first-year student: A handbook for improving the first year of college Upcraft, M. L., Gardner, J. N., Barefoot, B. O., & Associates. (2005). Challenging & supporting the first-year student: A handbook for improving the first year of college. San Francisco: Jossey-Bass. The Freshman Year Experience : Helping Students Survive and Succeed in College Upcraft, M. L., Gardner, J. N., & Associates. (1989). The freshman year experience: Helping students survive and succeed in college. San Francisco: Jossey-Bass. The freshman year experience: Helping students survive and succeed in college

15. Training Syllabus Continued Topic: Individual Student Identity “The context in which identity occurs…career decision and life decisions” (Evans, Forney, Guido, Patton, & Renn 2010, p.233)  Developing and strengthening intellectual abilities to support individual student identity.   Providing student programs to support student exploration of career choices and professional development.   Creating a campus environment, which supports professionalism and promotes career readiness. “As advisors and educators, we have a strong collective ethos around students first” -Strayhorn, 2015

16. Theory to Practice Chickering’s psychosocial theory of student development. The seven vectors of student development. Using Chickering’s theory, we will look at how we can use theory to identify student behavior by associating a potential behavior with one of Chickering’s vectors.

17. Model for Success The Developmental Intervention Model  Target of Intervention  Type of Intervention  Intervention Approach Student Affairs professionals will be training on using this model for implementing Theory to Practice.

18. Final Words It is very important for new advisors to understand the process of turning theory in to practice. For this department, theory will be used to address and forecast student development issues with a proactive and responsive approach. Understanding student development theory, the advisor can explain and identify specific student development issues that may become an obstacle to student growth and development. Specific practices can be implemented, based on the theories, to overcome those obstacles.

19. References  Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.  Hodge, D. C., Baxter Magolda, M. B., & Haynes, C. A. (2009). Engaged Learning: Enabling Self-Authorship and Effective Practice. Liberal Education, 95(4), 16-23.  Karkouti, I. M. (2014). Examining Psychosocial Identity development Theories: A Guideline for Professional Practice. Education, 135 (2), 257-263.  Komives, S. R., & Woodard, D. (2003). Student Services : A Handbook for the Profession. San Francisco: Jossey-Bass.

20. References  O’Hanley, H. (2015). Creating a Mission Statement. Arts & Activities, 157(4), 12.  Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students - Volume 2: A third decade of research. San Francisco: Jossey-Bass. How college affects students - Volume 2: A third decade of research  Ramnerö, J., & Törneke, N. (2015). On Having a Goal: Goals as Representations or Behavior. Psychological Record, 65(1), 89. doi:10.1007/s40732-014-0093-0  Strayhorn, T. L. (2015). Reframing Academic Advising for Student Success: From Advisor to Cultural Navigator. NACADA Journal, 35(1), 56-63.  Upcraft, M. L., Gardner, J. N., Barefoot, B. O., & Associates. (2005). Challenging & supporting the first-year student: A handbook for improving the first year of college. San Francisco: Jossey-Bass.  Upcraft, M. L., Gardner, J. N., & Associates. (1989). The freshman year experience: Helping students survive and succeed in college. San Francisco: Jossey-Bass. The freshman year experience: Helping students survive and succeed in college