Ryan Thomas - Post #3 - Center for America's Veterans

Activities

·         Attend veteran briefing with RDs

·         Assist staff in freshman/transfer orientation session

·         Begin initial examination of Green Zone training

·         Write draft grant proposals

Reflection on Practice

Since my last blog post I was able to complete one draft of a grant proposal and outline another, attend a briefing session, look over the Green Zone training, and attend the final orientation session.  I have also spent some time getting to know the staff of the center and what they do on a daily basis, which has allowed me to understand the culture of the office as well.  The office is very student focused and they make sure that everything that they accomplish is in the best interest of the students.  This fact was driven home when Mr. White showed up at 530 to prepare for orientation, which didn’t begin until 800.

Chapter seven of our text discusses the importance of striking a balance between our work life and our home life.  Although many in the center are driven and focused upon work, I have come to understand that they make sure to balance it with a healthy home life.  The text discusses that work life and home life should augment one another (Blanchard, 2009).  Burnout is very real in our field and a healthy outside of work life can combat burning out.

Reflection on Theory

Through gathering information for the grant proposals I learned much about the makeup of the student veteran population on Mississippi State’s campus.  In learning the specifics of this population I began to think about which of the developmental theories apply to this population.  I’m not sure that there is one specific theory.  If anything applies to the population as a whole, I would say that Schlossberg’s Transition Theory would.  Obviously, it is the part of student affairs professionals or offices such as the center to provide the support (one of the four S’s) which assists the individual in working through the transition (Evans, Forney, Guido, Patton, & Renn, 2010).  I think that as student veterans’ move away from the transition from military to college the applicability of the theory begins to wane.  After they have transitioned, I think that a number of different theories may become applicable.

References

Blanchard, J. (2009). Reconciling life and work for the new student affairs professional. In M. Amey & L. Reesor (Ed.), Beginning your journey: A guide for new professional in student affairs (pp. 133-145). Washington, D.C.: NASPA – Student Affairs Administrators in Higher Education.

Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass.

 

Emily Spenner- Health Promotion and Wellness No. 3

Activities:

• LTUT Calendars
• Student Emailing
• Designed Tie-Dye Event Flyer
• Electronic Correspondence 

Reflections on Practice:

The past two weeks of practicum have been much slower than previous weeks.

I completed the bulk of my hours and drastically cut down the amount of time I spend with HPW. My site supervisors have graciously allowed me the opportunity to be a distance intern for the next week so I may be fully present for The Department of Housing and Residence life RD training. Health Pro. and Wellness are very flexible and kind to give me the opportunity during the business hour time slots so I may spend time at my graduate employment. Although I am glad I could prioritize my schedule and accommodate Residence Life Training, I miss the office and professional staff members at HPW. Even though I communicated and planned my schedule with my supervising site in May, I still feel guilty for not being physically present in the office. 95% of my hours have been completed, but I still worry I am not doing enough. While reflecting on my situation I was struck with the realization that “this worry” is the plight of the general student affairs professional This worry is a driving force within Health Promotion and Wellness. The office and professional staff members know how to get quality work from their GAs and interns. They support and understand the obligations of a student, but I still set high expectations. Are they purposely making me feel like I am letting the office down? I was under the assumption I was fulfilling a premade agreement. (Ha Ha)

Working from a laptop in the middle of the night is not as gratifying and being physically in the office and department. I do not produce the same quality of work or feel unfulfilled in my accomplishments. Everything feels like homework.

Textbook Application:

In chapter seven, “Reconciling Life and Work for the New Student Affairs Professional,” I resonated with section about enjoying the journey. This section hit on the topic of self-care. As I read through this section I reflected on the guilt and worry I felt for not doing more in Health Promotion and Wellness. The department and my site supervisor are fully aware I cannot be present at practicum during this time, but I still feel guilty for not doing more. This is a breach of self-care. By pushing myself too far and stretching myself too thin across more practicum work, classes, and RD training, I am at risk for damaging my self-care and mental health. As a young profession, I need to learn it is okay to take the time off I plan for and know when I should accept tasks versus saying no.

Reflections on Theory:

This week I want to try to apply Chickering’s Seven Vectors to my HPW internship and life. I still struggle to understand this basic student development theory and thought this blog post and practicum experience would be a safe place to have this conversation.

Thus far in my internship and summer class experience, I feel like I have become very skilled in managing my emotions about working and attending class this summer. In the past the summer was reserved for fun and opportunity to relax. I would spend hours at the pool, working fun jobs, and fostering relationships with my friend. This summer has been crazy. I have felt a wide spectrum of emotions about having my summers being used for hard work and have reasonably managed my reactions to the situation. As I move through this vector I find myself struggling to establish an identity. Am I a grad student, practicum student, or Residence Director with no residents? I am working very hard for housing this week, but still am a practicum student and graduate student. This vector is posing questions where I cannot figure out if I am a professional or a student.

This theory explanation above is my reflections and interpretations about Chickering’s vectors. I can shift and fluidly move through the different paths and still be considered to be developing.

Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass.

Amey, M., & Reesor, L. (2009). In Beginning you journey: A guide for new professionals in student affairs. Washington, D.C.: National Association of Student Personnel Administration.

Nazim Chaker - Week 4 (Stark Recreation Center, MUW)

Activities

•          Updated weekly events
•         Approved reservations for rec center facilities
•          Performed maintenance on facility equipment
•          Contacted outside partners for new parts to gymnasium bleachers
•          Learned the hiring and firing process at The Stark Rec Center
•          Discussions with practicum supervisor on current recreation trends
•          Interesting note, someone wrecked there car into the exterior gymnasium wall

 Reflection on Practice

This week was the first time things felt kind of slow since I have been there, it was nice not having to plan an event again. That does not mean I had nothing to do this week. I learned in recreation centers there is a constant demand to make sure facilities are is good, operational shape. Things get used so often it is important to maintain them. I project I worked on a lot this week was the main gymnasium bleachers. The Stark Recreation Center does a good job at connecting with the community to use their facilities. It is also a very nice venue in town to host things, so long story short it gets used often. The director for facilitates and I both worked on them a lot. We did repairs and checked on parts. I forgot to mention this a huge retractable set of bleachers that has to close properly or it can cost a lot of money to repair. We came across broken parts that we were not able to fix. The bad part is this particular bleacher company service representative’s closest location is in Ohio. So they gave me the opportunity to contact them and order parts for this company. It was a cool experience for me because I know one day I might have to do something like this. It was a good experience for me.

Textbook Application

Throughout my experiences this week it has given me some positive things to look forward to for the future. I am excited that I am learning more about campus recreation. I had a really deep talk with my director this week about how I can go about thinking in the future. I dwelled a lot about chapter ten discussing my first job search and where I fit in student affairs. Many of the experiences I have had and the things I have a passion for apply to what this position offers. There was times before I got to the W where I thought the things I have done in the past student affairs wise was not beneficial for rec sports. My director has been really good at helping me bridge the gap when it comes to housing and campus recreation. It has been really nice to change my mind set on how I look at a job search. There are many times where I think to myself I can really see myself doing this for the rest of my career.

Theory Application

According to NASPA/ ACPA Professional Competences one competences focuses on personal foundations. I found this to relate very well to what I have been feeling and reflecting on this past week. It requires someone to have a realistic self-appraisal of your own strengths and weaknesses. That is something that I did a lot of when thinking about would I fit well for a job at a recreation center. It also states how important it is to do a lot of reflecting for your own personal development. Having those long conversations with my director gave me the chance to reflect during and after our talk. This was good for me to realize.

References

ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Retrieved from: https://www.naspa.org/images/uploads/main/Professional_Competencies.pdf.

Taylor Eljaua Orientation Week 4

Taylor Eljaua

Activities:

   

·      Passed out waters to staff members and Orientation students

·      Greeted Orientation students and their parents

·      (Kelly was of town this week and I was not assigned any duties this week)

Reflections on Practice:

As Orientation season starts to wind down, these past two weeks I haven’t been able to do much. I have passed out waters, driven a golf cart and greeted parents in the bright hours of the morning. Last week Kelly, who has been giving me my schedule and orders, was out on vacation, so I did not go into the office or attend any events.  I know that the two of them, Kelly and Kylie, have a lot on their plate and I am not their first priority.

Textbook Application:

In chapter 4, the textbook talks about supervision. One of the quotes that really stood out to me, and not just because it was bolded and italicized, was, “remember that supervision is a two way street, not just a top-down structure.” I think a lot of time I forget what kind of power I have as a supervisee. I need to be making sure I am communicating in a deliberate way what my needs are and when they need to be met by. While I have been trying to keep in contact with Kelly and Kylie I have not been able to sit down with them 1:1 and review my sessions and what is needed for me to have a fulfilling practicum. I need to remember that, while I am constantly thinking bout this,  I am not always the top of their list and I have to make myself get up there every once in a while to make sure my needs are being met. I think this experience has been interesting for me to put my self in the shoes of my RAs or residents where I might not be thinking of what they need, but know that I need to makes sure I am still making time for them and meeting their needs.

Theory to Practice:

When reflecting on my experiences with the orientation Office, I think about Schlossberg’s Transition Theory. I reflect on this theory, not only because I am transitioning departments and offices where I do not know many of the employs as well as I am transitioning into a position where I am required to follow set rules and procedures and now I have to jump in an make myself known to by bosses, I am the only one at my level I don’t have a group to fall back on. In Schlossberg’s theory I am in the moving in section, still getting my feet wet on where I fit in to the group and office Culture. I should be transitioning into the moving through face where I will be understanding the office and how to approach people and situations.

Amanda Alberti-Week 4-Career Center

Activities:

·       Attended the Career Center staff meeting

·       Assisted with a dinner etiquette session for incoming freshmen on the football team

·       Observed several of Cassandra’s sessions reviewing STRONG assessment results with students

o   Two with incoming transfer students with differing GPAs

o   One with a biology major who seemed to have a strong passion for the arts but felt that these majors were impractical

o   One with an incoming freshman

·       Reviewed the syllabus and assignments for the career planning course

Reflections on Practice:

1.     One lesson that I learned during my time at practicum over the past week was how complicated relationships within and between campus offices can be. During the Career Center staff meeting Cassandra mentioned that there were three class slots which needed to be filled for the fall. I thought it was odd that nobody volunteered but then I began to relate this to the way that I have seen people interact within my assistantship. One thing that I really appreciated when I first started working with the Career Center was how close everyone seemed to be. There was a very relaxing and positive vibe within the office and it appeared that there were never any waves amongst the employees. However, I have realized over the past week or so that perhaps I was being a bit too idealistic in my observations. Let me clarify that I by no means have ANY sort of negative feelings toward the Career Center and its employees. I absolutely love my practicum and each of the people that I have had the opportunity to get to know during my time there. However, I believe that I have been looking only for the good in the office as a means of escape from my external stress. While I love my job and my courses, the past few months have been incredibly overwhelming and difficult. Looking back, I think I was looking at a career track within the Career Center as a sort of escape from the stress of other areas of student affairs. I am trying to remind myself of a couple of critical points: firstly, the office with which I am working is currently in its quiet season and secondly, issues and stress can and will arise in any job.

 

This lesson correlated in my mind to the section in chapter two of our textbook about issues that new professionals commonly face regarding dissonance. For example, it seems to me that the administration of the career planning course is a source of role conflict for the employees within the office (both new and veteran) (Amey, Jessup-Anger, & Tingson-Gatuz, 2009). I found out through further conversations with Cassandra that there are several people within the department who are not comfortable teaching the course. They feel as though they are not qualified for this task and that it is unfair for them to be expected to take on the role of an instructor. I could easily see how a new employee in the office could feel intimidated by this expectation.

 

2.     Another important lesson that I learned over the past week was one that I discussed with Cassandra during my midterm evaluation meeting. When Cassandra asked me how I was feeling about the work that I have completed for practicum so far, I mentioned that I have taken a particular interest in reading a student’s personality when they come in to review the results of their STRONG inventory. Coming from an undergraduate institution which had a strong focus on helping professions and the arts, it has been really interesting to listen to students talk about how it is impossible to have a successful career outside of the STEM track. It has led me to wonder how strongly this belief is influenced by the geographic history of these students. It seems that there are more “realistic” and “conventional” jobs available in the Southeastern region which I believe has a strong impact on the way these students feel about the “artistic” and “social” realms of career. Another interesting factor that I took note of was that each of the students that came through Cassandra’s office for a STRONG interpretation over the past week seemed to have strong interest in the “artistic” area based on their assessment results. While reflecting, I’m starting to wonder if more of these students come in for assessments because they feel that their interests are not practical routes for a future career.

Reflections on Theory:

According to Erikson’s Identity Development Theory, the students coming through Cassandra’s office for STRONG assessment reviews are in the fifth stage of identity, identity versus identity diffusion (Erikson, Paul, Heider & Gardner, 1959). I have easily observed each aspect of this stage within each of the students who have come through the office this past week. Although many of the students were encouraged by their parent(s) to come into the career center, each of them has mentioned a desire to figure out who they are as an individual (Erikson, Paul, Heider & Gardner, 1959) and hope to find a career path which matches their personality and interests. As a result of the incongruence between their desires and societal expectations, several of the students have experienced a tension with their parent(s) which correlates with the insecurity of relationships with others that Erikson described as a part of this stage (Erikson, Paul, Heider & Gardner, 1959). Each of the students that I observed this week seemed to be facing what Erikson referred to as identity diffusion meaning that they do not have a clear path for their future or the purpose of their life (Erikson, Paul, Heider & Gardner, 1959). It was clear for me that the struggle that each of these students is facing in regards to selecting a major and a future career path relates easily to the things that Erikson expected individuals to experience during the fifth stage of development (Erikson, Paul, Heider & Gardner, 1959).

Amey, M. J., Jessup-Anger, E. & Tingson-Gatuz, C. R. (2009). Unwritten rules: Organizational and political realities of the job. In M. J. Amey & L. M. Reesor (Eds.), Beginning Your Journey (3^rd ed.) (17-23). Washington, DC: National Association of Student Personnel Administrators.

Erikson, E. H., Paul, I. H., Heider, F. & Gardner, R. W. (1959). Psychological issues (Vol. 1). International Universities Press.

Jasmine Jennings- Week 4- Office of the Registrar

Activities:

• Worked on draft website for the office. You can check it out at (still unfinished):  http://practicemsu.weebly.com

Reflections on Practice:

This past week has been very slow because my direct and my indirect supervisors had been out of the office for the entire week. I've just been working on the draft website trying to create a result that is up to date, but functional for the type of audience that the Registrar serves. A couple of weeks ago, I created a survey through Qualtrics that had the entire office evaluate their website's appearance, quality, functionality, usability, and overall feel of the website. You can check out the survey at: https://qtrial2015az1.az1.qualtrics.com/SE/?SID=SV_25nRyNmKeSkkbfD. 

When reflecting on the feedback that I've received from the survey, I learned that stakeholders are important to the process. The majority of the Registrar's employees are middle aged to older women who needs a website that is simple and easy to navigate (their survey responses reflected that). My practicum supervisor on the other hand wants a website that's "neat" and up-to-date like the MSState Admission's website where it catches your attention. I also look at other SEC or other suggested Registrar websites to integrate the user-friendly capabilities, the modern and youthful attractive look, and to learn how other schools are doing it better. But I can't create what Jasmine exactly likes, I have to create something that is best for the office and MS State students.

Textbook Application:

Chapter 1 addresses the topic about upcoming student affairs practitioners and how their experiences and knowledge are important to share when taking on new roles. Having these experiences should establish confidence as a new professional because employers are looking for valuable and meaning experiences from people who can use the past as a vehicle to promote good work. Professionals value accomplishments, hard work, and experience. As up and coming professionals, we have to make sure we share these experiences to show our competencies in the field. I think that's why my practicum site trusts me with the re-creation of the office website (I also think they love having a grad student around). My supervisor is aware of my experiences and wants to use my knowledge as a student affairs practicum student (i.e. creating an internal assessment, going above and beyond with the draft website, which is something that surprises my supervisor all the time). My office has never had a SA student in the office before and just by my evaluation that my supervision completed of me really showed that he likes my work ethic and how autonomous my program has led me to be.

Theory Application:

Although I talk about the role as an upcoming practitioner, I thought I would try and find a theory that focuses on technology (since I am working on the website). What's interesting about technology as a theory and as a component within my practicum duties is that when you think of theory, you don't think about technology. I think the Council for the Advancement of Standards (CAS) (2011) does a good job of explaining the purpose of technology and how technology should support the mission of the institution and students. While working on the website, I have to make sure that Registrar's website have adequate support to detail their mission, vision, and services (Council for the Advancement of Standards, 2011). The website that I am working on must use current technology to provide updated information regarding mission, location, staffing, programs, services, and official contacts to students and designated clients  (Council for the Advancement of Standards, 2011). Although my practicum supervisor and the rest of the office is looking for an aesthetic update of the website, it is important for me as their professional to evaluate the website and to assess whether or not if the current and future website is upholding the CAS Standards.

References:

Amey, M. J., & Reesor, L. M. (2009). Beginning your journey: A guide for new professional in 

            student affairs. Washington, D.C.: NASPA – Student Affairs Administrators in Higher 

            Education

Council for the Advancement of Standards (2011). CAS general standards. Retrieved from 

             http://standards.cas.edu/getpdf.cfm?PDF=E868395C-F784-2293-129ED7842334B22A

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Office of Fraternity and Sorority Life - Jessi Dillingham - Blog Post 2/Week 4

Activities

• Continued brainstorming possible bystander intervention training topics, statistics, and other information for fall fraternity training

• Worked at the organization fairs and Fraternity and Sorority Life interest sessions for summer orientations

• Met with site supervisor to discuss daily routine of a fraternity and sorority life office and similarities/differences when compared to other offices on campus

• Researched potential academic initiatives for upcoming year

Practice: Reflective Insights

1. During my practicum, I have learned a number of valuable lessons.  One of the lessons I have learned is an observation regarding fraternity and sorority life generally.  A couple of weeks ago, I had the opportunity to attend a sorority's ceremony in celebration of ground breaking for an expansion of the sorority house.  Many of the attendees were sorority sisters from years ago.  This reminded me just how strong the bond can be between sorority women and how important the sorority experience can be for some women.  I enjoyed seeing how excited the alumni sorority members were about the expansion.  Although they will not be directly benefited by the addition, they still feel loyalty to the current students who are in the sorority and excitement when the sorority is benefiting from something.
   
2. Another experience I have had this summer is collaborating with the other offices on campus.  Although many of the offices located in the Union and other buildings on campus have their own responsibilities, they are constantly working together to improve the student experience, recruit students, and improve Mississippi State overall.  Each office is a crucial component to giving students the Mississippi State experience, and while the offices may not always agree on allocation of resources, it seems that most offices have respect for the responsibilities of the other offices.  My site supervisor can often be found in other offices working to collaborate with that office, and that has encouraged me to begin thinking about ways I can work with other offices in the future and bring the staff members together at an institution to unite and work toward a common goal.
   
3. The third lesson I have learned is how different supervisory styles can impact an office.  I see a number of supervisors in my office, due to my office being so close to a number of other offices in the Union.  Some supervisors tend to be more introverted and private, while others tend to be more open.  For example, my supervisor is open and incredibly honest about his thoughts and opinions, and this assists those in the office in knowing what is expected, as well as enjoying our jobs.

Practice: Application of Course Readings

Similar to Elizabeth and as stated above, I have been learning many lessons about supervisory style.  In Chapter 1 of the textbook, Amey & Reesor (2009) discuss the unwritten rules of the office, as well as supervision.  I am beginning to learn how distinctive supervisory styles can be between individuals.  This style largely depends on the role each professional plays.  Someone in student activities or a more programming based position may be able to be more open about everything going on in the office; however, someone in the dean of students office might be required to maintain a more confidential, private supervisory style.  When I reflect upon my own position as a Residence Director and my supervisor's position as Assistant Director of Fraternity and Sorority Life, I see the many differences between our positions and how those differences contribute to a overall different supervisory style.  Another contributor can be a supervisor's age.  Because I am so close in age to my supervisees, I have to be careful how close I get to them.  However, my site supervisor, as someone who is not only a year removed from his undergrad, is able to be a more fun and quirky supervisor, while still retaining the respect of those he supervises and advises.

Theory: Reflective Insights & Application of Course Readings

Once again, I turn to the Professional Competency Areas for Student Affairs Professionals (ACPA & NASPA, 2010) to reflect upon the theoretical insights I may gain from this experience.  The past weeks have reminded me of the Advising and Helping section in many ways.  As I read over the listing of knowledge, skills, and attitudes student affairs practitioners are expected to demonstrate, I quickly began to realize that my site supervisor possesses almost all of these qualities.  He is a fantastic advisor and helper to students in his functional area.  I specifically realized this while seeing my site supervisor work at the orientations we had during June.  While watching him interact with current and future students, I saw that he is able to maintain a purposeful, positive relationship with his students and that he has rapport with almost, if not all, of the students whom he supervises and advises.

The specific theory that comes to mind when I observe my site supervisor is Chickering and Reisser’s Seven Vectors theory (1993).  My site supervisor seems to have a good understanding of the ways in which he may assist his students in moving through the seven vectors at a rate that works for them and assists them in growing.  Over the summer, I have been able to observe my supervisor as he encourages students as they work through the “establishing identity” and “developing purpose” stages. 

References

ACPA & NASPA (2010). Professional Competency Areas for Student Affairs Practitioners. Retrieved from: https://www.naspa.org/images/uploads/main/Professional_Competencies.pdf.

Amey, M., & Reesor, L. (2009). Beginning your journey: A guide for new professionals in student affairs (3rd Ed.). Washington, DC: National Association of Student Personnel Administrators.

Chickering A., & Reisser, L. (1993). Education and identity. San Francisco: Jossey-Bass.