Student Learning and Development (SLD)

Student Learning and Development (SLD):

"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 and teaching practice. " The Student Learning and Development is defined as "a process and a goal which includes the knowledge, skills, and dispositions needed to create learning environments that foster equitable participation of all groups while seeking to address and acknowledge issues of oppression, privilege, and power. This competency involves student affairs educators who have a sense of their own agency and social responsibility that includes others, their community, and the larger global context. Student affairs educators may incorporate social justice and inclusion competencies into their practice through seeking to meet the needs of all groups, equitably distributing resources, raising social consciousness, and repairing past and current harms on campus communities." (ACPA/NASPA Competencies, 2015, Page 32

Foundational Outcomes

Intermediate Outcomes

Articulate how race, ethnicity, nationality, class, gender, age, sexual orientation, gender identity, dis/ability, and religious belief can influence development during the college years.
Identify the strengths and limitations in applying existing theories and models to varying student demographic groups.
Articulate one’s own developmental journey in relation to formal theories.
Construct learning outcomes for both daily practice as well as teaching and training activities.

Articulate theories and models that describe the development of college students and the conditions and practices that facilitate holistic development (e.g. learning, psychosocial and identity development, cognitive-structural, typological, environmental, and moral).
Create and assess learning outcomes to evaluate progress toward fulfilling the mission of the department, the division, and the institution.
Teach, train, and practice in such a way that utilizes the assessment of learning outcomes to inform future practice.
Critique the dominant group perspective present in some models of student learning and development and modify for use in practice.

Artifacts:

How to get “Involved on Campus” Workshop

HED555G-A College Counseling and Advising Powerpoint Presentation

Collaboration is part of the process of learning, therefore I collaborated with a fellow classmate to create a PowerPoint that will empower and encourage students to get involved. The purpose of this PowerPoint is to visually show students different strategies and resources to getting involved on a college campus. As a former Lawrence high school alumni I was motivated and prestigious to share my story, my experiences, my opportunities, and even some strategies to becoming a successful leader.

This PowerPoint presentation showcase that I was able to "Articulate theories and models that describe the development of college students and the conditions and practices that facilitate holistic development (e.g. learning, psychosocial and identity development, cognitive-structural, typological, environmental, and moral)."

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