Student Learning and Development

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 (ACPA & NASPA, 2015).

Foundational

Intermediate

Advanced

Experiences

Provided rigorous interaction with current student development theories and how to apply them to student affairs and higher education professional work. Contributed to the development of theories through theory reconstruction and new research.

EDH 5045: Student Development Theories for College Student Personnel Work

Supporting Coursework

Student Development Theory Reconstruction Paper: Varone’s Counter Whiteness Model

Examined the theories and research on student success and explored the effective policies, programs, and practices that can be adopted to promote student success in higher education.

SDS 5042: Student Success in College

Supporting Coursework

Scholarly Paper: An Analysis of Student Success for Adult Learners in Online Distance Education.

Student Services Programs: An Analysis of Student Success Efforts at JHU

Sr. Student Services Coordinator, Johns Hopkins University

Able to evaluate and assess the effectiveness of learning and other opportunities at the divisional level and communicate their effectiveness to the entire staff of student disability services coordinators. Through that, I am able to develop opportunities for collaboration to achieve the ultimate goal of an inclusive environment for students with disabilities.

Tutorial Assistant, Florida State University

Built and supported an inclusive, socially-just, and welcoming campus community that promoted deep learning and fostered student-athlete academic and personal success.

Legal Assistant, Florida A&M University

Utilized theory to inform divisional and institutional policy and practice through policy collaborations within the legal office.

Participant, Mid-Atlantic ADA Update Conference

Analyzed and critiqued prevailing theories relevant to students with disabilities in higher education. These critiques were used for unit, division, and campus practice improvements.