Guided Response: Review at least two of your classmates’ posts and first offer an assessment as to whether the training objective has been written in a proper learning objective format, and seco

  Guided Response: Review at least two of your classmates’ posts and first offer an assessment as to whether the training objective has been written in a proper learning objective format, and second, offer your response as to whether you agree or disagree with the justification argument presented. Support your response with references to the reading. 

Amanda Baker

Week 5: Discussion 1In your initial discussion post, present an argument for the use of Schlossberg’s adult learning theory in combination with other theories to support your project training objective. First, present the training objective that you will use to develop the training syllabus, and follow this with at least a 100 word justification as it relates to student development theory and adult learners.

Training Objective: Through training and successful completion of this course, your role as a professional within the Atlas University Division of Student Affairs will take root. In making use of the programs available to you, including but not limited to assisted guidance and developing leadership roles; you will be equipped to handle any issues and assist your first-year students. This institution will incorporate academics, personal development, and/or professional development to best equip students develop a sense of individual student identity for success beyond the Atlas University walls.

Student development is key to any institution and in the fictional Atlas University, the department called the Division of Student Affairs is centralized around this ideal. Instead of focusing the entire training objective on all students, I have narrowed the field down to first-year students that are transitioning to collegiate life. Schlossberg's theory utilizes the 4 S's, which are apparent in this objective. Situationally, first-year students are experiencing the trigger for major transitioning and in an unfamiliar setting, there is a marked lack of control (real or perceived) that can lead to students questioning themselves and their roles in the situation they are now in. The Division of Student Affairs can try to bridge the gap and provide some level of social support and strategies students can use to cope to achieve success.

Anthony Patrick

Training Objective:

The objective for this training is to help prepare all Student Affair Personal how to help and facilitate learning amongst this diverse group of adult students. This training is intended for our students to enhance the quality of student learning and development and promote advocacy for all students of the university.

Many students experience various issues throughout their college experience. The transition for some of the first year students and as well as a transfer students can be extremely challenging. Many of these students need some assistance with navigating and adjust themselves to be able to cope with what is happening in their lives. Change in an adult learner can be a mental battle because their minds have already be trained to think and act in a certain matter. Change for an adult student can cause mental confusion because their mindset has already been developed and arranged to act in a certain matter. The Schlossberg Theory states “in order to integrate change into an adult learner and maximize that amount of learning these four aspects are: situation, self, support, and strategies” (Goodman et Al, 2006). This four aspects within this theory along with several other student development theories support the process of known one’s true identity and how they relate to one another. Students will be able to compose an outlook on their life as well as connect with other departments on the University’s campus to receive support on how to appropriate response to the transition of collegiate life.

Reference

Goodman, J., Schlossberg, N., & Anderson, M. L. (2006). Counseling adults in transition: Linking practice with theory (3rd ed.). New York: Springer.  Retrieved from ebrary database.