Student Development Training Session – PowerPoint Presentation

Academic Advisor Training Session

Instructor Amanda BakerMay 16, 2019Room 342 in Rapture Building10:30am to 11:30am

Atlas University Division of Student Affairs overview and Mission Statement

Here at Atlas University, the Division of Student Affairs strives to fulfill the mission of the university through maintaining and nurturing meaningful, personal connections with our students. Through your training and successful completion of this course, your role as a professional within the Atlas University Division of Student Affairs will take root.In making use of the programs available to you, you will be equipped to handle and assist your first-year students at this institution with ever-evolving personal development. In addition, your training will include deepening your existing framework and understanding of the symptoms of depression so you may be able to better assess interactions with first-year students that may be struggling with this condition.

Departmental Goals

Every institution has their own developmental philosophies, AU is no different. This statement is reflective of my personal philosophy in accordance with the university:“The whole purpose of education is to turn mirrors into windows.” This is a simple enough quote but it is the foundation of my personal philosophy. When a student takes the leap to enter into the higher educational area, it is my personal responsibility to strive to provide the necessary support and opportunities to adequately prepare my students for what will occur outside of the classroom walls. Fostering a strong sense of understanding and utilizing my training to empower and best serve my students will assist in preparation for any and all professional future endeavors.

Philosophy Statement

My primary concern will always be my students and I will always strive to provide a quality experience as a professional in student affairs. I will work in earnest to maintain a balance of encouraging my students to branch out on a holistic and individual level while working maintain a focus on grades and growth that is both personal and assessment friendly. My primary role is to be an effective resource that my students can make use of through their learning journey. Allowing a level of accessibility to my students will in turn, allow them to approach me over their concerns and find solutions that will allay their stressors and allow for meaningful growth; and if need be, allow me to direct students to the appropriate supplemental services to resolve personal and/or academic issues that are beyond my ability to resolve.Student success is a constant collaboration of maintaining the marriage of reaching goals in the classroom and outside of it. My part in this is to help students identify services, organizations, and other interests that they can identify with. It is imperative that I understand the diverse needs of differentiated learners to help shape their higher educational experience. Respecting the individual desires of the student to take part in the community atmosphere in the way they feel is appropriate is part of the collaborative experience. This is only one facet of a student carving their identity during this time of their life. I will also help my students navigate the waters that are not quite so clear and address current and potential challenges they may face in a tactful, respectful, and professional manner.

Philosophy StatementContinued

Pre-Training Resources

Andrews, B. & Wilding, John M. 2010. The relation of depression and anxiety to life-stress and achievement in students. British Journal of Psychology, Vol. 95, Issue 4. Goodman, J., Schlossberg, N., & Anderson, M. L. (2006). Counseling Adults in Transition: Linking Practice with Theory (3rd ed.). New York: Springer.O’Leary, R. 2018. Depression on Campus: Record Numbers of College Students are Sneaking Treatment for Depression and Anxiety. Schools can’t keep up. Time International (South Pacific Edition). Vol. 191.Villatte, A., Marcotte, D., & Potvin, A. 2017. Correlates of Depression in First-Year College Students. Canadian Journal of Higher Education. V. 47, n1.

Pre-Training Resources Overview

Andrews, B. & Wilding, John M. 2010. The relation of depression and anxiety to life-stress and achievement in students. British Journal of Psychology, Vol. 95, Issue 4. Authors Andrews and Wilding cover what occurs when students must deal with increasing difficulties and outside pressures and how it affects student mental health and academic performance. There are 351 undergraduates that participated in this and how a student levels can increase with the only available methods at hand. The results of this study are dependent on a case by case basis but nearly all show signs of clinical depression.   O’Leary, R. 2018. Depression on Campus: Record Numbers of College Students are Sneaking Treatment for Depression and Anxiety. Schools can’t keep up. Time International (South Pacific Edition). Vol. 191. Anxiety and depression are the prevalent concerns about modern collegiate students. These have been concerns that only grow through the Center for Collegiate Mental Health that decreased briefly but when that films over, sickness prevails and self-harming behavior may or may not see increase.  Villatte, A., Marcotte, D., & Potvin, A. 2017. Correlates of Depression in First-Year College Students. Canadian Journal of Higher Education. V. 47, n1. This student study aims to rank personal, family related, social, and academic factions and what correlates with depression (major, minor) and how to do this on a larger scale. The pool of 389 first year students was the amount chosen to begin the study and a series of moods were observed with the focus on anxiety, depression, person.

Student Development Training Objective

The Atlas University and the Division of Student Affairs have come together to assist students during the transitional period into college. Students will focus on individual development that prepares them for life beyond the classroom setting. The objective is to facilitate the development of students on a personal level; as well as begin to understand possible symptoms of depression. Removing these nuances, students can gain introspective experiences and begin to resolve itself and better understand their circumstances and how to improve them.

Student Development Principles Checklist

As an academic advisor, your role is to assist in creating experiences that offer an ability to engage a diverse learning population while providing learning opportunities that are dynamic in nature and geared toward assisting students in achieving their goals.Our services are designed with the student in mind from both an academic and personal level.Each student will be recognized as the unique individual that they are. They are encouraged to develop at a pace that is right for them and receive services that are specifically tailored to their individual programs and needs.We provide an inclusive framework for the student experience with emphasis on nurturing and developing the overall identity development of the individual through support in the discovery process.Academic advisors will continuously work toward an environment that promotes personal accountability, integrity, utilization of innovative and creative methods, as well as positive peer-to-peer interactions.Any and all services provided by the Division of Student Affairs will foster an environment that thrives on transparent communications, feedback that arrives in a timely manner, and maintaining our open doors policy.We seek to empower the individual student by fostering an active engagement in decision making; students will be encouraged to explore strengths and weaknesses while building on self-assessment skills that will make them viable in workplace environments.

Student Development Principles Checklist continued

The Division of Student Affairs will always model professional and ethical behaviors through all interactions.Atlas University policies will be explained thoroughly while maintaining the integrity of the university standards as students are encouraged to take personal responsibility for their choices and educational pathways.We will assist in training employable skills and knowledges through the supportive and nurturing frameworks where students will engage in activities that promote leadership, independence, innovative thinking, and sound judgment.In understanding this is a diverse learning environment, all academic advisors are committed to promoting Atlas University as a safe space for students of all genders, orientations, religions, ethnic backgrounds, and special needs so that all learners are ensured the maximum opportunity for academic success resulting in successful completion of their respective programs and candidacy for graduation.This campus is committed to student success. The Division of Student Affairs will maintain the commitment to academic excellence through setting a standard for the best practices in student affairs and modeling the highest ethical principles at all times.

Training Syllabus

Academic Advisor Training Syllabus

13

Practice to Theory to Practice

Theory to Practice: Schlossberg’s Transition Theory

Resources

Andrews, B. & Wilding, John M. 2010. The relation of depression and anxiety to life-stress and achievement in students. British Journal of Psychology, Vol. 95, Issue 4. Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice  (Links to an external site.) 2nd ed.). Retrieved from https://www.vitalsource.com/Goodman, J., Schlossberg, N., & Anderson, M. L. (2006). Counseling Adults in Transition: Linking Practice with Theory (3rd ed.). New York: Springer.Knefelkamp, Golec, & Wells. 1985. Practice to Theory to Practice. Retrieved from: https://www.uaa.alaska.edu/about/student-affairs/_documents/ptp.pdfO’Leary, R. 2018. Depression on Campus: Record Numbers of College Students are Sneaking Treatment for Depression and Anxiety. Schools can’t keep up. Time International (South Pacific Edition). Vol. 191.Smith, M.K. (2001). Lifespan development and lifelong learning. Infed. Retrieved from http://www.infed.org/biblio/lifecourse_development.htmVillatte, A., Marcotte, D., & Potvin, A. 2017. Correlates of Depression in First-Year College Students. Canadian Journal of Higher Education. V. 47, n1.

THANK YOU

EDU 654

Week 6 Final Project

Ashford University

Amanda Baker