In the expert area of SLD, I accomplish multiple components in each subcategory regularly and consistently. As mentioned before, there are examples and counter stories that impress upon me the importance of continuing my life-long learning to improve and recognize changes in student development.

 

At the foundational level, I regularly infuse my student conversations with my own informal theories, recognition of identity formation and impact, and consideration of dominant and alternative narratives to create, adjust, and ultimately meet learning objectives in holistically developing students and myself.

 

To address points within the intermediate level, I have developed a curriculum that utilizes relevant and recent research to promote student learning, as well as creating "effective programs, lesson plans, and syllabi" (ACPA & NASPA, 2015) (see Leadership [LEAD]). Additionally, I infuse this information into my training and teaching for teaching assistants and student staff members. I have only made small attempts to "critique the dominant group perspective present in some models of student learning and development and modify for use in practice" (ACPA & NASPA, 2015), however, I recognize these limitations and have included this 'next step' for my future.

 

Rounding off the expert level, I have begun to scratch the surface in considering and adjusting my approach to not only diverse student groups, but to the overall IU student body as a whole. While I understand the limitations of classifying all students in one class as homogeneous, addressing these trends and presenting information in a variety of ways ensures a broader audience is reached while informing those in underrepresented roles on the campus of the support and allyship present in many professional staff members.

 

I believe in my courses I have also contributed to conversation in a way that reminds other graduate students that we, too, are developing as students. As life-long learners, we will continue to be students, and viewing our interaction with and development of undergraduate students without considering our growth will only inhibit our professional development.

 

To further my competency in SLD, I should develop my translating skills to address these needs, not only my fellow student affairs departments but to the entire campus community. Recognizing the varying focus and mission of each department will help guide my approach. I understand that in my next job, I will be the 'new kid on the block' and will need to first experience, understand, and reflect upon institutional practices before assuming I know a best or right direction to steer any one organization. My first goal should always be to know how to steer myself!