Ernst Monsengo Mayizo Bonjaw
Higher Education Administration
Buffalo State College
HEA 625: Supervised Practice II
Dr. Amy Wilson
November 7, 2022
Student Learning and Development Competency is concerned with the concepts
and principles of student development and learning theory. This implies the ability of
the student affairs practitioner to apply these theories in educational activities, for the
benefit of the student (ACPA & NASPA, 2015).
Before teaching Latin to John, one must know John well, says a maxim. It is not
a question of knowing John’s face, but rather his psychology, environment, and history…
This knowledge will have the main advantage of adapting the educational influence on
the personality of John. This adaptation will be very beneficial to him.
Among the courses followed at Buffalo State College, that of student Learning
Development gave us a lot of knowledge about the different students that can be met on
campus. The different theories allow the practitioner that we are, to understand the
different students, and above all to be able to help them to succeed in their studies.
This means that any educational action on campus must lead to the academic success
of the student.
I am at the intermediate level in terms of understanding the theory, design and
application, assessment, and integration.
The list of theories studied is not exhaustive, but we will cite critical race theory,
queer theory, feminist theories, intersectionality, decolonizing/ indigenous theories, and
crip theories. Remember that all these theories focus on student development.
The student arrives on campus with a certain identity baggage. One example among
many others is the case of a student from a Muslim family. She shares her room with
another who has no known religion. This first one doesn’t have a boyfriend, while the
other does and she doesn’t mind kissing him in public. The Muslim student has no inner
peace, she is disturbed by everything she sees around her in her room, and she finds it
difficult to concentrate on her studies. The solution offered to her was to change rooms,
and if necessary, not to share it with anyone.
The theory, because it is human, does not fail to show its limits. This explains
the proliferation of theories. We seek to correct a theory and we come up with a new
theory which in turn will not miss certain weaknesses.
The teaching received in class is only a skeleton that must be filled with materials
from various sources such as readings, lectures, and videos. I am a pastor who has
learned the techniques of counseling. But in practice, in addition to everything that this
class has been able to bring me, I do not fail to add the contribution of the Holy Spirit.
Lately, I have even studied some healing techniques for wounds from trauma. This is
how my interactions with students during my internships are also influenced by an
“external” or informal contribution.
As I mentioned above, theories have shown their limits. The practitioner must be able
to evaluate the results of his/her educational action, to measure its progress, with a view
to accomplishing the mission of his/her department, division, or institution.
As someone trained as a teacher, creating effective programs, lesson plans and
syllabi is a common exercise. Since theories have certain limitations, creating other
programs that promote good learning may be justified.
Most of the theories that we use in the United States have been based on the
most dominant group, in this case, the Caucasian race, male, or upper class. The
student affairs practitioner will have to be able to adapt or modify these theories when it
comes to students who were not validly represented in the sample of the study that led
to this theory.
We do not do the assessment for the pleasure of doing it. Normally this allows
you to adjust the course in the future and achieve the learning objectives.
Knowledge of the student who is at the center of the transformative action of
education is very important if we want the passage of this student on a university
campus to produce the expected results: his/ her success.
Artifacts:
1/ Student Learning Development assignment:
2/ Trauma Healing Certificate
https://drive.google.com/file/d/1H3PeI5f6UrOGhsujnJFJpkCJ-uFNUilI/view?usp=sharing
3/ ISP Completion Certificate
https://drive.google.com/file/d/1b0rLsA3MHpnRfAuVLZhvNNmCnUleqf9g/view?usp=sharing