Leaership - Activities & Artifacts

Activites

• Residence Life Training Sessions - "Fish Bowl Theory"  

• Dean’s Team Ambassador High School Outreach Training

Competency Relevance

• "Display congruence between one's identity as a leader and one's professional actions." (ACPA & NASPA, 2015, p. 29)

• "Establish and sustain systems of mentoring to ensure individuals receive training and support needed." (ACPA & NASPA, 2015, p.29)

• "Create environments that encourage others to view themselves as having potential to make meaningful contributions to their communities and be civically engaged in their communities." (ACPA & NASPA, 2015, p. 28)

Artifacts - Click on the items below to be directed to each artifact

#fishstatus - A presentation on Fish Bowl Theory and Being a Role Model

 “Changing the Conversation: Messages for Improving Public Understanding of Engineering”

 Dean’s Team Ambassador Information Packet

Student Learning & Development - Activities & Artifacts

Activities

• Establishment of Peer Mentor Training  

• Design & Facilitation of Peer Mentor Course Syllabus

Competency Relevance

• "Translate theory to diverse audiences (e.g. colleagues, faculty, students, parents, policy-makers) and use it effectively to enhance understanding of the work of student affairs. (ACPA & NASPA, 2015, p. 32)

• "Construct effective programs, lesson plans, and syllabi. (ACPA & NASPA, 2015, p.32)

• "Teach, train and practice in such a way that utilizes the assessment of learning outcomes to inform future practice. (ACPA & NASPA, 2015, p.32)

Artifacts - Click on the items below to be directed to each artifact

Peer Mentor Training - Outline, Outcomes, and Review

Peer Mentor Training Material - Schlossberg Transition Theory Case Studies

Peer Mentor Course Syllabus

Social Justice & Inclusion - Activities & Artifacts

Activities

• “The Missing Variable STEM: Understanding Underrepresented Groups in STEM and How to Help them Succeed” – Program Design for 6035: Multicultural Competence in Student Affairs

• “Dumb Things Well-Intended People Say,” Adapted from Maura Cullen – Workshop/Presentation done for multiple classes and organizations on campus (Residence Life, Engineering Peer Mentors, Intro to Engineering Mentor Sections)

• “Deaf Culture in the United States” – Presentation for COUN Elective, Counselling the Culturally Divers

Competency Relevance

• "Design programs and events that are inclusive, promote social consciousness and challenge current institutional, nation, global, and sociopolitical systems of oppression." (ACPA & NASPA, 2015, p.31)

• "Effectively facilitate dialogue about issues of social justice, inclusion, power, privilege, and oppression in one's own practice." (ACPA & NASPA, 2015, p.31)

• "Advocate for the development of a more inclusive and socially conscious department, institution, and profession." (ACPA & NASPA, 2015, p.31)

• “Take responsibility for the institution’s role in perpetuating discrimination and oppression.’ (ACPA & NASPA, 2015, p.31

• "Understand how one is affected by and participates in maintaining systems of oppression, privilege, and power." (ACPA & NASPA, 2015, p.30)

• "Articulate a foundational understanding of social justice and inclusion within the context of higher education." (ACPA & NASPA, 2015, p. 30)

• "Advocate for the development of a more inclusive and socially conscious department, institution, and profession." (ACPA & NASPA, 2015, p.31)

Artifacts - Click on the items below to be directed to each artifact

• "Dumb Things  Well-Intended People Say" - Presentation

• Deaf Culture in the United States - Presentation

• The Missing Varioable of STEM: Understanding Underrepresented Groups and How to Help Them Succeed - Final Report

Advising & Supporting - Activities

Activities

• Student Improvement Plan (SIP) Advising in the College of Engineering, SIP Progress Checklists

• Peer Mentor Course Progress Meetings

Competency Relevance

• “Strategically and simultaneously pursue multiple objectives in conversations with students.” (ACPA & NASPA, 2015, p. 37)

• “Demonstrate culturally inclusive advising, supporting, coaching, and counseling strategies.” (ACPA & NASPA, 2015, p. 37)

• “Facilitate or coach group decision-making, goal-setting, and process.” (ACPA & NASPA, 2015, p. 37)

• “Perceive and analyze unspoken dynamics in a group setting.” (ACPA & NASPA, 2015, p. 37)

• “Mentor students and staff.” (ACPA & NASPA, 2015, p. 37)

Personal & Ethical Foundations

Activities

• CSP 6050: Capstone Assignment – Personal Statement of Mission

• Personal Journal

• Personal & Professional Calendars – separate calendars for events that happen during work hours (i.e. meetings, lunches, projects, etc.) from those that happen or effect time spent after work hour (i.e. on-call, schoolwork, job search events, trips out of town, BGSU events, etc.).

Competency Relevance

• "Articulate awareness and understanding of one’s attitudes, values, beliefs, assumptions, biases, and identify how they affects one’s integrity and work with others.” (ACPA & NASPA, 2015, p. 16)

• “Recognize the importance of reflection in personal, professional, and ethical development.” (ACPA & NASPA, 2015, p. 16)

• “Develop and implement plans to manage competing priorities between one’s professional and personal lives.” (ACPA & NASPA, 2015, pg. 17)

• “Identify sources of dissonance and fulfillment in one’s life and take appropriate steps in response.” (ACPA & NASPA, 2015, p.17)

• “Define excellence for one’s self and evaluate how one’s sense of excellence impacts self and others.” (ACPA & NASPA, 2015, p.17)

Organizational & Human Resources - Activities

Activities

• Resident Director Collateral – Supervising one Senior Resident Assistant (SRA) within an apartment style residence hall, and up to 12 SRAs when programming for apartment areas

• Student Affairs Response Team (SART) Member - Serving in an on-call duty rotation for a campus of 3,000 residents, responding to campus emergencies, and aiding undergraduate students in their response to crises, if necessary. SART weekly meetings; discussing protocols and plans for suicide prevention and post-vention policies and procedure, mental health awareness, etc.

• Conference & Department Presentations

  • University of New Mexico Conference Presentation - "The Growth of Mentoring with in the College of Engineering" discussing how a student affairs graduate assistant has helped shape and develop mentoring within the college.

  • Introduction to Student Affairs presentation for the faculty members of the College of Engineering.

• CSP 6050 Professional Development Plan 

• Participation in BGSU College Student Personnel Graduate Interview Days as an interviewer

Competancy Relevance

"Demonstrate familiarity in basic tenets of supervision and possible application of these techniques." (ACPA & NASPA, 2015, p. 24)

"Provide constructive feedback in a timely manner." (ACPA & NASPA , 2015, p. 24)

"Describe campus protocols for responding to significant incidents and campus crises." (ACPA & NASPA, 2015, p. 24)

"Explain the interaction and integration of campus crisis intervention systems." (ACPA & NASPA, 2015, p. 25)

"Implement strategies, interview protocols and decisions regarding staff selection that adheres to institutional policy and meets organizational goals." (ACPA & NASPA, 2015, p. 25)

"Explain how job descriptions are designed and support overall staffing patterns in one's work setting." (ACPA & NASPA, 2015, p. 24)"Design a professional development plan that assesses one's current strength and weaknesses, and establishes action items for fostering an appropriate pace of growth." (ACPA & NASPA, 2015, p. 24)

"Create and present materials for formal presentations in the work setting and for professional associations." (ACPA & NASPA, 2015, p. 25)

Assessment, Evaluation, & Research - Activities

Activites

• Program Coursework

  • CSP 6035:Muticultural Copetence in Student Affairs Program Design & Evaluation

  • CSP 6040: Educational Outcomes of American Colleges and Universities Intervention Plan – Assessment and evaluation interventions to achieve outcomes at an institution.

• Evaluation of Mentoring Program – Qualtrics surveys collect data on activities and outcomes of activities with mentors, as well as various feedback surveys for first year and upper class students at the conclusion of the program.

Competency Relevance

• "Select AER methods, methodologies, designs, and tools that fit with research and evaluation questions and with assessment and review purposes." (ACPA & NASPA, 2015, p.20

• "Facilitate appropriate data collection for system/department-wide assessment and evaluation efforts using current technology and methods." (ACPA & NASPA, 2015, p. 20)