In CSA 571: Student Learning in the Co-Curriculum, I created a program entitled, “Women in Self Defense”.  In this paper I demonstrated knowledge of theory and research literature to develop quality and intentional programming. The literature and research communicated the need for women’s programming that contributed to their overall development. Through physical defense classes and the process of written reflection, the program facilitates learning and development across multiple student life and service offices. 

"Women in Self Defense" Paper


In the fall of 2009, the Women’s Resource Center developed and implemented a new program on campus. It was adapted from the Virginia Domestic Violence Alliance Red Flag Campaign. It was a passive program that educated the student body on issues of dating violence and abuse.  Nothing of this nature had been done before on campus, and the Women’s Resource Center recognized the need for this type of awareness, education and discussion.  According to the American College Health Association in their Campus Violence White Paper, educating and bringing awareness to college students by strategically addressing campus culture and behaviors is beneficial for the development of students (ACHA, 2005). The Women’s Resource Center hoped the events would empower both women and men to be in healthy relationships. I worked closely with the Counseling Center and Campus Pastors to approve language and content of the material as well as make sure they were available for additional student support and service.  I recognized that learning occurs in relationship with other students and in a social context (Keeling, 2004). Learning outcomes for students included identifying unhealthy behaviors in relationships and the importance of speaking up to peers and friends.  It educated students on language to use and encouraged them to seek help from appropriate resources.

Red Flag Week 


As a graduate student I was asked to facilitate a conversation with a living learning community about a movie titled Jesus Culture. I was invited to lead the conversation around faith and spiritual development among a diverse group of students. These students had different experiences in their faith and their perspectives were varied. This diversity influenced their judgments, opinions and response to the film. I saw the program as an opportunity for students to examine and articulate their values.  Using Perry’s theory of intellectual development as a framework for my interaction, I encouraged the students to move into the stages of multiplicity and relativism (Perry, 1999).  Programs like this provide space for students to experience tension between their own values and the values of others. As a professional I see it as my role to sit with students in this tension and conflict. After viewing the film, I encouraged students to voice their thoughts and opinions but also learn to respect the perspectives of others without judgment. 

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