Co-Curricular Interventions for Shanghai
- jnguyen154
- Aug 14, 2015
- 2 min read
Term
Summer 2015
Description
The purpose of this assignment is for students to gain skill in applying theory in practice. Working in their base groups, students will design (or re-design) and present a program for a specific student population at a particular type of institution. In the design, students will use the PTP model as an organizing framework; students are also encouraged to draw upon major historical documents of the student affairs profession, organizational leadership theories and practices, college impact theories, and knowledge of college students' cultures and characteristics.
Learning Outcomes
SWiBAT #1: Design a co-curricular program, and aligned learning interventions, using developmental theories.
SWiBAT #2: Compare and contrast the needs and challenges of international and domestic students by conducting a literature review.
Assessment Rubric
Evidence
Reflection
By taking this course, I learned a broad array of student development theories. It was as a result of this project, however, that I came to truly understand the application of theory (both student development theory and college impact theory from previous semesters) to student affairs practice. I really enjoyed working on the activity outlines (lesson plans) for the PTP project as it challenged me to incorporate my informal theory, several formal theories, and my new-found knowledge of the challenges that many international students face. I additionally learned, through all my group projects this summer, how beneficial it can be to utilize individual strengths and to also challenge oneself to develop in potential growth areas. Since I am someone who thrives in highly structured environments, it was certainly a challenge to take on duties such as facilitating discussions. I will use this entry to inform my duties during the Maywood education fair this fall. I believe knowledge of the cyclical nature of PTP, along with knowledge of formal theory, will help in redesigning interventions that took place last year and years prior. Moreover, I can use knowledge of PTP and formal theory in my fieldwork placement when designing programs or working with various student populations.
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