Kaity Werner
Aspiring Student Affairs Professional
Crisis and Crisis Response
Housing and
Residence Life
To be an effective practitioner in student affairs, it is necessary to have knowledge, awareness, and skills in a variety of professional competencies relevant to the profession. Throughout my two years participating in the College Student Personnel program at BGSU, I engaged readings, coursework, and practical experiences to enhance my knowledge, awareness, and skills for the student affairs profession.
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In this section of my Professional Competency Portfolio I will briefly share 4 areas of professional knowledge within which I have an advanced level of knowledge and the primary sources of this knowledge.
Knowledge
- Purpose, functions, and structure of the housing and residential life functional area
- Positive outcomes of living on-campus for student academic success and holistic development​
- ​Sources of knowledge:
​​Mitstifer, D. I. (Ed). (2012). The role of housing and residential
life programs. CAS Professional Standards for Higher
Education. (8thEd., pp. 289-291). Washington, DC: Council
for the Advancement of Standards in Higher Education.
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Pascarella, E.T., & Terenzini, P. T. (2005). How college affects
students: A third decard of research, (Vol. 2). San Francisco,
CA: Jossey-Bass
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CSP 6040 Outcomes of Higher Education course
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Experience as a graduate hall director for the BGSU Office of
Residence Life
- Definition of crisis
- Types of crises (situational, developmental)
- ​Symptoms of crises and signs of distress
- The Developmental-Ecological Model for Crisis Assessment, ABCDE Model
- Sources of knowledge:
Collins, B. G., & Collins, T. M. (2005). Crisis and trauma:
Developmental-ecological intervention. Boston, MA: Lahaska
Press / Houghton Mifflin Company
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COUN 6640 Crisis Counseling course
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Experience participating on the on-call duty rotation for residence life at BGSU and managing in-hall crises
- Definition of privilege, oppression, social justice, diversity, inclusion
- The Cycle of Oppression
- Knowledge of effective allyship
- Sources of knowledge:
Safe Zone training at BGSU
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CSP 6035 Multiculural Competence for Student Affairs course
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- ​Knowledge of the 5 practices of leadership:
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- Understanding of the Student Leadership Practices Inventory
- Sources of knowledge:
Co-facilitation of the Leaders in Residence course in spring 2012
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Kouzes, J. M., & Posner, B. Z. (2008). The student leadership
challenge: Five practices for exemplary leaders. San
Francisco, CA: Jossey-Bass.
Privilege and
Oppression
Kouzes & Posner's Student Leadership Challenge
- Model the Way
- Inspire a Shared Vision
- Challenge the Process​
- ​​Enable others to Act
- Encourage the Heart
​These are 4 areas of professional knowledge that I believe I have mastered quite well through my experiences and classes in the CSP program. I have also identified areas of knowledge for which I have limited expertise. To see my full reflection of the knowledge areas I have strengths, weaknesses, and gaps in, please review the attached reflection paper.
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