Assessment, Evaluation, and Research (AER)

• I have developed within this competency through my experience evaluating Winter Term projects within the Bonner Center for Service and Learning at Oberlin College.  I used Google forms based upon the learning goals the office developed for the various Winter Term workshops.  “Facilitate appropriate data collection for system/department-wide assessment and evaluation efforts using current technology and methods” (ACPA & NASPA, 2015, p. 20)

• Through my internship site at the BCSL I have sponsored Winter Term projects that have required Institutional Review Board (IRB) approval.  I worked with students and with the feedback from the IRB committee to submit proposals successfully.  This aligns with the sub-point of “Explain the necessity to follow institutional and divisional procedures and policies (e.g., IRB approval, informed consent) with regard to ethical assessment, evaluation, and other research activities.

Law, Policy, and Governance (LPG)

• Through my coursework in CSP 6010: Foundations and Functions of College Student Personnel, CSP 6030: Theory and Assessment of Educational Environments, and CSP 6940: International Study Tour  I am able to “describe the systems used to govern public, private, and for-profit institutions of all types (two-year, four-year, graduate, professional, vocational, etc.) in one’s state/province and nation” (ACPA & NASPA, 2015, p. 22).

• By attending trainings regarding Title IX I have a greater sense of national and local laws and policies regarding Title IX.  I also discovered that I have much to learn about the application of Title IX, but I know enough to “act in accordance with national, state/provincial, and local laws and with institutional policies regarding non-discrimination” (ACPA & NASPA, 2015, p. 22).

Student Learning and Development (SLD)

• I have learned much from my coursework in CSP 6020: Theory and Assessment of College Student Development that has allowed me to grow and develop in regards to this competency.  Prior to my graduate experience I was not 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, and moral) (ACPA & NASPA, 2015, p. 32).  I now have a much greater knowledge and appreciation of student development theories.

• Over the course of CSP 6020 I was able to identify myself in some of the theories, particularly D’Augelli’s (1994) model of Lesbian, Gay, and Bisexual Development amongst others (Evans et al, 2010).  This links to the outcome within this competency of “articulate one’s own developmental journey in relation to formal theories” (ACPA & NASPA, 2015, p. 32)