Behavioral Goals
1. Students will be able to apply principles of organizational development and administrative practice in their work settings.
2. Students will demonstrate the ability to work effectively with students in one-on-one situations and in groups.
3. Students will demonstrate the ability to use and integrate various theoretical approaches in analyzing current problems and issues in student affairs.
4. Students will be able to design effective programs and interventions which draw upon and integrate various student affairs theory bases.
5. Students will demonstrate the ability to analyze, synthesize and integrate student affairs literature.
6. Students will demonstrate effective writing skills.
7. Students will demonstrate effective skills in oral presentation
1. Students will be able to apply principles of organizational development and administrative practice in their work settings.
2. Students will demonstrate the ability to work effectively with students in one-on-one situations and in groups.
3. Students will demonstrate the ability to use and integrate various theoretical approaches in analyzing current problems and issues in student affairs.
4. Students will be able to design effective programs and interventions which draw upon and integrate various student affairs theory bases.
5. Students will demonstrate the ability to analyze, synthesize and integrate student affairs literature.
6. Students will demonstrate effective writing skills.
7. Students will demonstrate effective skills in oral presentation
Applying Principles of Organizational Development and Administrative Practice
Much of student affairs work consists of organizational development and administrative tasks. While these tasks may not be the most developmental, they are crucial to the work of a student affairs professional. I have developed competencies in budgeting, developing programs, organizing administrative processes, writing rules and regulations, and working with technology to provide a more effective and efficient mode of communication.
| UUB Constitution |
| Event Approval Packet |
| Budget Sheet |
Working with Students One-on-One and In Groups
Much of my time is spent working with students in groups--developing programs, creating organizational and administrative structures, setting goals, and having meaningful interactions to determine the future of the group. Aside from this, I have also been privileged to spend much of my time working with students one-on-one. Upon entering my position as Graduate Assistant for Programming at Western Illinois University, I was unaware of the knowledge and skills possessed by the students I would be working with. Thus, I developed an inventory for assessing these students' current skills and using these inventory to help these students grow and develop.
Much of my time is spent working with students in groups--developing programs, creating organizational and administrative structures, setting goals, and having meaningful interactions to determine the future of the group. Aside from this, I have also been privileged to spend much of my time working with students one-on-one. Upon entering my position as Graduate Assistant for Programming at Western Illinois University, I was unaware of the knowledge and skills possessed by the students I would be working with. Thus, I developed an inventory for assessing these students' current skills and using these inventory to help these students grow and develop.
| Programming Inventory |
Integrating Theoretical Approaches in Current Problems and Issues
The basis of the College Student Personnel program at Western Illinois University lies in an understanding of theoretical knowledge bases in student affairs. Nearly every day of my work is spent using some amount of theory in working with individual students, developing programs, mending or resolving issues, and so much more. A great example of my knowledge base in theory is contained in our Practice to Theory to Practice paper. This paper uses theory to establish an affective Transfer Orientation Program that will aid in the transition and growth of new students.
The basis of the College Student Personnel program at Western Illinois University lies in an understanding of theoretical knowledge bases in student affairs. Nearly every day of my work is spent using some amount of theory in working with individual students, developing programs, mending or resolving issues, and so much more. A great example of my knowledge base in theory is contained in our Practice to Theory to Practice paper. This paper uses theory to establish an affective Transfer Orientation Program that will aid in the transition and growth of new students.
| Practice to Theory to Practice |
| Internship Final |
Developing Effective Skills in Oral Presentation
While much of my time in graduate school was spent writing papers and designing programs, I also had the privilege to share my knowledge with my classmates and fellow student affairs professionals through oral presentations. Below are just a few of these presentations.
While much of my time in graduate school was spent writing papers and designing programs, I also had the privilege to share my knowledge with my classmates and fellow student affairs professionals through oral presentations. Below are just a few of these presentations.
| Off Campus Programming |
| Navigating the Rapids to Collaboration |
| Definitions of Empowerment |
