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Professional Development Plan 

 

The following will serve as a guide for my professional development over the next three years.  Although I am uncertain of where my professional journey will lead, and my career trajectory may change during that time, these knowledge areas will be useful no matter the functional area in which I work.  The five areas on which I have chosen to focus my continued professional development are: 

 

 

 

 

 

 

 

 

 

 

 

Supervision

I have identified this as one of the most important areas for my professional development because I hope to supervise in the near future, regardless of the functional area in which I work.  This is an area I have seen as a preferred requirement in many entry-level job descriptions and one of the largest areas for growth in my current professional portfolio.  Furthermore, this is identified as part of the Human and Organizational Resources student affairs professional competency.

0-2 years:

  • Take on a position with the opportunity to supervise undergraduate students 

  • Read Student services: A handbook for the profession, Chapter 21 on staffing and supervision

  • Research supervising/leadership styles and techniques, including servant leadership and appreciative supervising.  Read: The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations by Kouzes and Posner, 2012

  • Utilize mentors for guidance on supervision

  • Research best methods for motivating employees.

  • Review this article: http://www.forbes.com/sites/victorlipman/2013/03/1 8/5-easy-ways-to-motivate-and-demotivate-employees/

2-3 years:

  • Take on a position supervising graduate students and/or full-time staff (or prepare for this next step)

  • Read Supervising New Professionals in Student Affairs: A Guide for Practitioners by Janosik et al., 2003 and Reframing Academic Leadership by Bolman and Gallos, 2011

 

Law and Policy: U.S. Visa and Immigration Laws

I envision becoming a Designated School Official (DSO) within international student services at some point in my career.  In many entry-level position descriptions, knowledge of U.S. visas and prior experience as a DSO are required or preferred for employment.  This is a component of the Law, Policy, and Governance professional competency.

0-2 years:

2-3 years:

  • If not already in international student services position, consider searching for one 

 

Budgeting

As I take on further responsibility in my career, I expect to manage a budget at some point.  This seems to be especially prevalent in education abroad position requirements, an area in which I may work.  This is a component of the Human and Organizational Resources student affairs competency.

0-2 years:

  • Read Student services: A handbook for the profession, Chapter 17 on financing student affairs

  • Attend relevant sessions about budgeting at local or national conferences

2-3 years:

  • Join budget/finance committee of a regional professional organization

  • If not already responsible for a budget, request from my supervisor that I take over or assist in managing a budget

 

Issues of Nationality: Understanding International Students

To be an effective practitioner, I need to gain a deeper understanding of the cultural differences that may impact international students’ experiences on our campuses.  This information is useful in any functional area.

0-1 years:

  • Join NAFSA

  • Review CAS Standards for International Student Programs and Services

  • Review the paper my group wrote for our Immersion Project on international students in CSP 6030

  • Identify international students’ countries of origin on the campus where I work and educate myself on those cultures

  • Utilize embassy websites to find potential resources

1-3 years:

  • Educate myself on the cultures of countries that send the highest numbers of international students to the U.S. (China, India, Saudi Arabia, Brazil) and concerns these students face

  • Attend relevant NAFSA regional or national workshops

 

Non-Traditional Students

Numbers of these students are high, yet I do not have much personal experience working with or studying them.

0-1 years:

  • Review CAS Standards for Adult Learner Programs and Services, Transfer Student Programs and Services, and Veterans and Military Programs and Services:

  • Meet in person with on-campus constitutents whos erve these student populations to learn more about campus resources and common concerns

1-3 years:

  • Read Hidden in Plain Sight: Adult Learners Forge a New Tradition in Higher Education by Stokes and Adult Learners in the Academy by Bash and Lee, 2003

  • Attend relevant sessions at regional and/or national conferences

 

  • Supervision

  • Law and Policy

  • Budgeting

  • Issues of Nationality 

  • Non-Traditional Students

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