Articulate theories and models that describe the development of college students and the conditions and practices that facilitate holistic development.

• University of Missouri | ELPA 9455: College Student Development | Within this class, I understood theories and models that described different communities of college students and how those students developed depending on those communities. At the end of the course, I researched and presented on the topic of academic pressure and mental health and how it can play a role in both the sense of belonging and retention theories.

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Articulate how race, ethnicity, nationality, class, gender, age, sexual orientation, gender identity, dis/ability, and religious belief can influence development during the college years.

• University of Missouri | ELPA 9455: College Student Development | Each week during this course was dedicated to a different community of students. I was able to learn how the above can influence students development during college and beyond and specifically how I, as a student affairs professional, can work with them to help them succeed.

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Identify the strengths and limitations in applying existing theories and models to varying student demographic groups.

• Illinois State University | Summer Practicum Diversity Literature Review | During this project, my supervisor and I spent a lot of time discussing theories and the limitations that they had for minoritized students. We both understood that most theories do not fully support oppressed groups, and that when working with these theories, we need to be mindful of this.

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Construct effective programs, lesson plans, and syllabi.

• University of Missouri | ELPA 9448: College Teaching | This course was designed to guide students who had a moderate level of teaching experience. I was able to work on my lesson planning skills, write beneficial learning outcomes and objectives, and work on my syllabi writing.

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Teach, train, and practice in a way that utilizes the assessment of learning outcomes to inform future practice.

• University of Missouri | Involvement Graduate Assistantship | During my time in this assistantship, I often used past assessments to inform my current planning for events as well as my general practice in the involvement office.

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Critique the dominant group perspective present in some models of student learning and development and modify for use in practice.

• Illinois State University | WGS 490: Feminist Theories and Methodological Issues | Though this class was not a main course in my College Student Personnel Administration degree, the conversations and syllabi were focused heavily on higher education institutions and how to fight against oppressive forces within these institutions. I have learned to modify my thinking and speech to critique those in power and name the systematic oppression that often inhibits students from succeeding.

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   Coursework:

• ELPA 9455: College Student Development

• ELPA 9448: College Teaching

• WGS 490: Feminist Theories and Methodological Issues

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   Artifacts:

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