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Professional Development Proposal:Training
Undergraduate Student Leaders
as Orientation CoordinatorsNicholas F. CubitaAugust 7th, 2012
Seattle University
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
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?
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
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?
Session 4: Communication and Group Facilitation
Activities: Complete My Approach, Your Approach worksheet Begin Committee Schedule Planning Outline
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007).
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.
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, DevelopmentMerriam, S. B., Caffarella, R. S., &
Baumgartner, L. M. (2007).
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).
Challenges and Barriers
OCs schedules Budgeting
Kolb Learning Style Inventory Peggy McIntosh’s article
OC endurance Semesters vs. Quarters Change or novelty
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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
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ReferencesCenter 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: Acomprehensive 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 (2nd edition). 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.