I have been able to gain knowledge, skills, and experience in a variety of ways that correspond to the student learning and development competency area.  I have been able to “construct effective programs, lesson plans, and syllabi” (ACPA & NASPA, 2015, p. 32) in both my role as the graduate assistant in the College of Engineering and as a resident director in the Office of Residence Life at Ohio Northern University (ONU).  Creating syllabi and lesson plans for the Leadership in Engineering course I facilitate for the peer mentor program has allowed me to gain experience in the more formalized creation of programming and training through an academic lens. I have been able to incorporate topics into the lesson plans that I believe complement their major course of study.  These topics include inclusive language in speaking and writing, dialogues focused on ethical dilemmas, and how to share experiences as a mentor in a job search.

        I have also had the opportunity with the peer mentor program to “create and assess learning outcomes to evaluate progress” (ACPA & NASPA, 2015, p. 32) by performing an assessment with both the peer mentors and the first year student mentees after my first year in the position.  The report I created based on the data from the assessment aided me in discerning changes that could be made in my second year in the role and further re-evaluate the learning outcomes for the program and the course associated with it.  After implementing these changes and receiving feedback from students, each change had overall positive impact.  I believe this will help in the growth of the program and therefore our students in the college.

        This program, as well as other duties within the college and experiences I’ve gained, have allowed me the space to have conversations and process through how the dominant group perspective is presented and has an impact on some models of student learning and development (ACPA & NASPA, 2015, p. 32).  I have been able to do this during one-to-one conversations with my supervisors, readings about student development theory and practice, and especially discussions and assignments in the CSP 6020: Theory and Assessment of College Student Development and CSP 6030: Theory and Assessment of Educational Environments courses. One of the most poignant takeaways from these courses is how identity development and social justice are so heavily intertwined.  This informs my personal and professional values in how I interact with students and my goal to always be asking who is missing from spaces.