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Nicholas F. Cubita August 7 th , 2012 Seattle University

Professional Development Proposal : Training Undergraduate Student Leaders as Orientation Coordinators. Nicholas F. Cubita August 7 th , 2012 Seattle University. Context. Identified Group: Undergraduate student leaders Purpose:

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Nicholas F. Cubita August 7 th , 2012 Seattle University

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  1. Professional Development Proposal:Training Undergraduate Student Leadersas Orientation Coordinators Nicholas F. Cubita August 7th, 2012 Seattle University

  2. Context • Identified Group: Undergraduate student leaders • Purpose: • To prepare Orientation Coordinators (OCs) as paraprofessionals who are equipped with the skills necessary to build and implement new student orientation programs. • Primary responsibilities of OCs: • Bi-weekly 1:1 check-ins • Hire and train orientation staff • Develop and lead staff training • Lead a committee • Develop and lead summer and fall orientation programs • Duration: At least 2 hours per training session

  3. Session 1: Introduction to Training and Transition • Activities: • Introductions and training overview • Self-introductions • Review schedule, responsibilities, and expectations • Complete and discuss Core Values Exercise • http://ethicalleadership.org/publications-and-media-1/core-values-exercise • How can these values shape your leadership individually? • How can these values shape our leadership as a team? • Nancy Schlossberg’s (1984) theory of transition • What transitional issues do new students experience? • How can we best support students experiencing these issues?

  4. Session 2: Leadership Development and Assessment • Activities: • Kolb Learning Style Inventory • How can we recognize each other’s learning styles to perform better as a team? • Goal Setting Chart • After Action Review

  5. Session 3: Multicultural Competence • Activities: • Complete and discuss Matrix of Social Identities and Social Statuses • http://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-d.pdf • Discussion of “White Privilege: Unpacking the Invisible Knapsack,” by Peggy McIntosh • What unearned privileges do you experience in everyday life? • How can we remain aware of the privileges we experience?

  6. Session 4: Communication and Group Facilitation • Activities: • Complete My Approach, Your Approach worksheet • Begin Committee Schedule Planning Outline

  7. Adult Learning Theories and Concepts • Self-Directed Learning • Enhancing ability to be self-directed • Fostering transformational learning • Promoting emancipatory learning • Grow’s (1991, 1994) Staged Self-Directed Learning (SSDL) Model • McClusky’s (1970) Theory of Margin • “Margin in life” = L:P • Don’t be a hero. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007).

  8. Adult Learning Theories and Concepts • Critical Theory • “For a critical perspective on adult education the initial task is to identify social structures and practices which (mis)shape social learning processes and undermine capacities adults already possess to control their own education. [Collins, 1994, p.100]” p. 256 • Postmodernism • “In a postmodern world, everything is “contested,” up for grabs.” p. 257 • Self-Efficacy • Personal competence estimate • Transformational Learning • Experience, Critical reflection, Development Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007).

  9. Student Development Theory • Perry’s (1984) theory of intellectual and ethical development • Dualistic  Multiplistic  Relativistic • Schlossberg’s (1984) theory of transition • Resources – assets and liabilities • 4 S’s • Situation • Self • Support • Strategies N. J. Evans, D. S. Forney, & F. Guido (2010).

  10. Challenges and Barriers • OCs schedules • Budgeting • Kolb Learning Style Inventory • Peggy McIntosh’s article • OC endurance • Semesters vs. Quarters • Change or novelty

  11. Additional Resources The Journal of College Orientation and Transition National Orientation Director’s Association (NODA) Mind Tools www.mindtools.com NODA Statements of Ethical Standards http://noda.orgsync.com/about_ethical_standards Readings for Diversity and Social Justice, 2nd Ed. Adams et al. Serving the Millennial Generation Coomes and DeBard StrengthsFinder 2.0 Tom Rath Student Development in College: Theory, Research, and Practice Evans et al. True Colors personality identification assessment True Colors Internation http://www.true-colors.com/content.php

  12. References Center for Ethical Leadership. (2002). Self-Guided core values assignment. Retrieved from:http://ethicalleadership.org/publications-and-media-1/core-values-exercise Kolb, D. A. (2007). Kolb learning style inventory: LSI workbook. Hay Group. McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack. Retrieved from: http://www.nymbp.org/reference/WhitePrivilege.pdf Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. San Francisco, CA: Jossey-Bass. Perry, W. J. (1984). Theory of intellectual and ethical development. In N. J. Evans, D. S. Forney, & F. Guido (2010). Student development in college: Theory, research, and practice (2ndedition). San Francisco, CA: Jossey-Bass. Routledge. (2010). (3d) Activity: Matrix of social identities and social statuses (adapted from tdsj2, cd appendix 3c). Retrieved from: http://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-d.pdf Schlossberg, N. K. (1984). Theory of transitions. In N. J. Evans, D. S. Forney, & F. Guido (2010). Student development in college: Theory, research, and practice (2nd edition). San Francisco, CA: Jossey-Bass.

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