S

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

S

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

S

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.