Student Learning and Development

The student learning and development competency is focused on understanding and applying theory to student affairs practices. Transparently, theory is one of the topics I struggled with the most throughout the program. Keeping track of the different scholars felt overwhelming, and at times it was hard for me to draw the connection between what I was learning and how I could use it in athletics. Budgeting, legal restrictions, and business strategy felt like more tangible, clear cut material I could wrap my head around. However, that is exactly why I am grateful for the emphasis on student development theory throughout my coursework.

College students do not always have all the language or tools necessary to express their feelings and needs. Especially in a fast-paced environment such as athletics, it can be difficult to make time to even have such discussions. I believe that the study of theory throughout the program has given me an advantage because there may be times where I understand the student’s situation better than they understand it themselves based on which stage of development they are in. For example, before enrolling at UVA, I did not really consider potential “ways of knowing.” In my mind, you either knew something or you didn’t. You are open to learning, or you’re not. Theories such as Baxter Magolda’s stages for self authorship challenged me to think deeper about and why we process incoming knowledge. As I wrote in a midterm paper for EDLF 7130 College Student Development

“One key difference between Magolda’s early stage “absolute knowing” and the late stage “constructed knowing” is the role of the learner. In the former, the learner takes information from an instructor. In the latter, the learner engages in information exchange and comparing perspectives. The latter requires much more effort on behalf of the learner”

As an aspiring educator and mentor, this is important to be aware of. When assessing a student-athlete, do I think they are in a stage where they will absorb information presented to them? Or can I help them to progress to constructed knowing through presenting them with opportunities to engage in more challenging conversation?

In the same class (College Student Development), I created a personal development philosophy presentation that included a reflection on some of the other theories that made an impression. Along with Magolda’s gender-related patterns of knowing, I mentioned Jeffrey Arnett’s analysis of “emerging adulthood” as a stage of human development. The discussion around why early to mid twenties is such a delicate age really helped reinforce the importance of support throughout this phase, as well as validate my own experiences as an “emerging adult” myself.

In practice, my improved understanding of development theory will help me to meet students where they are. I have chosen to pursue a new and ever-evolving space (NIL), which means the competency criteria “provide alternative models to explore student learning and development from an inclusive paradigm” will be especially important. There are essentially no existing models for guiding student-athletes through this space, so I will have an opportunity to influence the best practices. Having an established foundation of theory will help to guide any potential solutions.