Competency III - Counseling and Advising
Artifact One: The Position as Enrollment Assistant at University of the West
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In my position as enrollment assistant I am always counseling and advising new and transferring undergraduate or graduate college students. In addition individual counseling and advising I make presentations to small and large groups of students. Both the presentations and individual interviews give me the opportunity to explore educational and career interest with students, and student developmental dynamics. Further, I am often the first university staff member to begin to speak with students about the wealth of student services and co-curricular learning opportunities that they will have as future undergraduate students.
Parks, S. D. (2011). Big questions, worthy dreams: Mentoring emerging adults in their search for meaning, purpose, and faith. San Francisco, CA: Jossey-Bass. Reynolds, A. L. (2009). Helping college students: Developing essential support skills for student affairs practice. San Francisco, CA: Jossey-Bass. |
Artifact Two: Member of the development committee for University of the West's Academic Advising program
At University of the West, although the staff and faculty were all educators, I was one of the few academically trained professionals in the study of the student affairs in that group. Because of this educational background I was able to participate on the committee which developed the formal academic advising program at this growing institution. The experience allowed me to speak to others about the larger dynamics of retention and persistence like engagement (Astin, 1984) in both academics and the culture of the university. Below are the initial petition I submitted to the Dean of Student Affairs, Ms. Vanessa Karam, to participate on the committee; and minutes for one of the later meetings prior to the completion of the development of the academic advisement program.
Harper, S. R., & Quaye, S. J. (Eds.) (2009). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York, NY: Routledge
Stage, F. K., Lemuel, W. W., & Terrell, M. (Eds.). (1999) Enhancing student learning: Setting the campus context.. Lanham, MD: University Press of America
Harper, S. R., & Quaye, S. J. (Eds.) (2009). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York, NY: Routledge
Stage, F. K., Lemuel, W. W., & Terrell, M. (Eds.). (1999) Enhancing student learning: Setting the campus context.. Lanham, MD: University Press of America
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Artifact Three: Career Advisement for a Community College Student at Chaffey College |
In the spring of 2013, I had the opportunity to advise a student from Chaffey College. He also happened to be my oldest son, Paris. He was given two assessment to take: the Myers-Briggs Inventory and the Strong Interest Inventory. He then participated in a handful of counseling sessions with me. As with many students his age was still engaged in that wonderfully fluid process of defining who he shall be as an adult. The counseling sessions served to both reaffirm elements of self of which he was already cognitive, and challenged him to consider viewing whom he has the potential to be in a greater breadth of his personality drivers. The inventories, and case study appear below.
Evans, N. J., Fortney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice. San Francisco, CA: Jossey-Bass. Sharf, R. S. (2010). Applying career development theory to counseling. Belmont, CA: Brooks/Cole, Cengage Learning |