1. M ARTIN LUTHER K ING S TATE UNIVERSITY Student Affairs Departmental Training Created By: Rodney M. Hughey M.A.

2. W ELCOME TO S TUDENT A FFAIRS D EVELOPMENTAL T RAINING S ESSION M.L.K. University

3. S TUDENT D EVELOPMENT P HILOSOPHY Student Individual Identity is a reflection of a student social Identity… Both must be addressed to ensure student success.

4. 4 T ENETS Effective Performance. The essential focus of student development is to allow students to develop and grow while supporting them during their post-secondary educational experience. Student development is used as a tool used to maximize student performance academically in addition to the reinforcing their personal growth. The singular goal of student services is to ensure proficient student performance and success. Student services should help the students understand their program, career goals, and overall help the student to achieve and succeed during their academic studies. Collaboration. Student development theories were designed to be a support to the students' achievements during the educational experience. I believe the goals to student services is to develop a well- rounded individual who has ownership of their educational experience, become adjusted, and educated ready to make a splash in the workforce. Collaboration is key to making that happen. Diversity and Inclusion. Student development is affected by the student body and in post-secondary institutions, diversity becomes a big part of that. There has always been a link between academics and higher thinkers, but student development has been a much needed and very beneficial addition. This is why higher thinking is a great part of achieving this goal and diversity and inclusion are a "have to" when it comes to higher thinking. Identity. Most people will enroll in college as a freshman one person and graduate 4-7 years later a lot different than they were when they walked in. During this period in life most people have only been exposed to what was around them everything from food to music; however, colleges bring different cultures together and allow students to be exposed to cultures and ideals they would not have otherwise encountered. This exposure can sometimes cause indecisiveness with students, which can result in change of majors, personal preference, and sometimes changing schools. Student developments goal is to guide students during these changes and event, as well as to prepare students to make educated decisions as it relates to the overall effect the decision will have on the student.

5. A CADEMIC A DVISOR T RAINING S YLLABUS Academic preparedness The transition from high school to college is not like any other transition during your academic process. K-12 students are graded on their ability to do as they’re told. Basically repeat what the teacher said and you are correct, do it the way the teacher did it then you are correct. Tom Whitby once said that students believe that education is “drill, kill and bubble fill.” Many people still believe that education is about students sitting back listening to the teacher tell them everything they will ever need to know in life. Students quickly learn during their freshmen year education and the world doesn’t work like that, students are asked “what do you think” and “put this in your own words” in college many students have lost their ability to think outside of the box. While students may have done well academically in high school they are not prepared for the rigors of the college curriculum, the theory of “Moving through autonomy toward interdependence” is so important during the freshmen year of college to the overall development and endurance of the students’ academic process. Without establishing independent students cannot thrive in a college environment.

6. R EADING L IST The objective for this training session is to facilitate a student social identity development as it relates to the social barriers that students encounter during their higher education experience.

7. S TUDENT D EVELOPMENT P HILOSOPHY Student Development Principles Checklist The Student Affairs Division is responsible for understanding the needs of each student, helping students achieve success, and finding self- identity. Student Development Principles Checklist The Student Affairs Division is responsible for understanding the needs of each student, helping students achieve success, and finding self- identity.

8. A CADEMIC A DVISOR T RAINING S YLLABUS The objective for this training session is to facilitate a student social identity development as it relates to the social barriers that students encounter during their higher education experience. Training Objective Reading List Mission Statement Advisor Responsibilities Expected Outcome

9. R EFERENCE : Cuyjet, M., Longwell-Grice, R., & Molina, E. (2009). Perceptions of new student affairs professionals and their supervisors regarding the application of competencies learned in preparation programs. Journal of College Student Development, 50(1), 104-119. Deutsch, E., Doberstein, E., & White, K. V. (2008). Stereotypes, diversity, and affects on academic advising. The Mentor: An Academic Advising Journal, 10(2), 35-43. Doran, D. (2013). Student Affairs Planning Document. Retrieved from ocean.edu/campus/planning. Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student Development in College: Theory, research, and practice ( 2 nd ed. ). San Francisco, CA: Jossey-Bass. Goodman, J., Schlossberg, N., & Anderson, M. L. (2006). Counseling adults in Transition: Linking practice with theory (3 rd ed.). New York: Springer. Retrieved from ebrary database. Jordyn, M., & Byrd, M. (2003). The Relationship Between The Living Arrangements of University Students and Their Identity Development. Adolescence, 38(150), 267- 278. Rendon, L. I. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative higher education, 19(1), 33-51.