Professional Development Plan
My professional development plan outlines goals that I want to accomplish, both short-term and long term. These goals are inspired by my own curiosities, passions, and focused development. Short-term goals are in refrence to 3-5 years as an entry professional, while long-term goals reference 5+ years in the field of Higher Education and Student Affairs.
Organizational & Human Resources
Focus
Describe ethical hiring techniques and institutional hiring policies, procedures, and processes.
Short Term
- Gain familiarity with institutional hiring policies by participating in at least one hiring committee or shadowing a full hiring process within my first year, and complete HR and bias training related to equitable hiring practices.
- Develop skills in candidate evaluation, equitable hiring practices, and institutional policy application.
Long Term
- Lead or co-lead multiple hiring processes annually that center ethical practices, equity, and inclusion.
- Mentoring at least one new professional or graduate student each year on fair hiring techniques and contributing to ongoing improvements in institutional hiring policies and procedures.
Assessment, Evaluation, & Research
Focus
Effectively articulate, interpret, and apply
results of AER reports and studies, including professional literature.
Short Term
- Engage with 3–5 AER reports or professional articles per semester related to campus programs and student events, and apply at least one key finding per semester to improve a program.
- Document changes and outcomes to build skills in data analysis, assessment, and program evaluation.
Long Term
- Independently design and implement comprehensive assessment strategies for multiple programs annually, analyze both qualitative and quantitative data, and present findings to stakeholders at least once per semester to inform decision-making and enhance program effectiveness.
Values, Philsophy, & History
Focus
Articulate the changing nature of the global student affairs profession and
communicate the need to provide a contextual
understanding of higher education.
Short Term
- Further my foundational understanding of student affairs by engaging in coursework, attending at least 1–2 professional development opportunities per semester, and regularly reviewing current higher education issues, while preparing to apply to and begin a doctoral program within 2–3 years.
- Build competencies in critical analysis, professional identity development, and understanding of higher education systems
Long Term
- Advocate for and contribute to conversations about the evolving role of student affairs by presenting at conferences annually, teaching or guest lecturing in higher education courses, and engaging in policy discussions at institutional or regional levels.
- Integrate global perspectives and historical context into practice, scholarship, and potential doctoral-level work.
Student Learning & Development
Focus
Assess learning outcomes from programs and services and use theory to improve practice
Short Term
- Identify and implement clear learning outcomes for all programs each semester, incorporating at least one student development theory into program design, and assess learning through post-event evaluations or reflections.
- Ensure student staff develop transferable skills by incorporating structured reflection or skill-building activities in 100% of programs.
Long Term
- Consistently design and implement theory-informed programs with measurable learning outcomes, using assessment data to refine at least 2–3 programs annually and contribute to a culture of continuous improvement.
- Demonstrate advanced skills in facilitation, learning assessment, and student development theory application.