“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 practice, as well as understanding teaching and training theory and practice.”

Student centered practices should be central to the work of student affairs work, student learning and development should be considered in decision making and actions. I have had the opportunity while at BGSU to learn theory through my course work, as well as apply theory to practice in my internship, and in the courses I have taught.
The series of courses I have taken have solidified the role of theory in student learning and development. These courses include Theory and Assessment of College Student Development (CSP 6020), Theory and Assessment of Educational Environments (CSP 6030), Multicultural Competence in Student Affairs (CSP 6035), Leadership Theory and Practice (LRND 6750). Each of these courses covered topics supported by readings, discussions, and assignments that addressed different areas of the Student Learning and Development Competency.

In CSP 6020 I was introduced to student development theory and culminated the course by applying theory to a first year student. This assignment helped me translate my coursework into practice as I began to learn how to assess the developmental level and readiness of students; which informs how I can use student development in my current and future roles as a student affairs practitioner. CSP 6030 allowed me to explore the ways in which certain conditions and mechanisms can promote or inhibit the development of students. CSP 6030 in combination with CSP 6035 gave be an understanding and appreciation for how student identity can influence development during college.  CSP 6035 has also taught me how important it is to recognize the limitations of certain theories, especially those that do not factor in the experiences of students who identify with non-dominant groups. My Leadership Theory and Practice course provided me with the opportunity to explore different styles of leadership which I was able to make connections to student development which I am able to apply to my work with students. 
The knowledge gained from my coursework has assisted in my development along the competency of student learning and development. I have used skills and knowledge to create lesson plans and learning outcomes for the courses I have taught and facilitated, including Leaders in Residence and the Resident Advisor Class. I have also been able to design retreats and trainings for Resident Advisors (RAs) hall council executive board members, as well as other campus leaders.

I have also applied theories to student interactions, including RA supervision, advising student organizations, and conduct meetings. I enjoy having educational and developmental moments with students during student conduct meetings when students understand and recognize the impact of their actions on the larger community. It is rewarding to receive a reflective paper, follow-up conversation, or other sanction that demonstrates student learning has occurred. I attempt to foster these learning moments by evaluating where students are at developmentally and determining a creative sanction that will both challenge and support them as they reflect on their actions.  Two artifacts that exemplify my competence in this area are included in artifact list, one is a list of possible sanctions for students by major, and an educational sanction paper that I received following a conduct meeting with a student. I also use theory intentionally when working with RAs, I help them set both short term and long term goals, incorporating all dimensions of who they are and what learning has taken and will take place.  Through my supervision style I am aware of what motivates and challenges my staff members and with this in mind I can best determine how to develop them as individuals.

Through the use of theory I strive as a Hall Coordinator to create an environment that empowers students, to have a place in the community as well as be autonomous in their decision making and take ownership of their actions. It is my goal to involve students in their meaning making. I do this by providing student staff members with resources, training, and autonomy to lead their own programs and communities. I encourage residents to hold each other accountable and confront one another in appropriate ways. I challenge and support students in ways that I feel they are developmentally prepared for. I found co-teaching a section of Leaders in Residence (LIR) and the RA Training course to be a time when I was able to develop in the area of student learning and development. During these classes I was provided the opportunity to work with students to further knowledge and awareness of both the individuals and of others. In LIR I facilitated a values auction which helped students clarify their own values as well as recognize and understand the values of others, the overview for this activity is included in my artifact list. I have also included the syllabus for the RA class which I co-taught, which demonstrates the wide range of topics covered with the students.