ACES Identity Development Program

Term:

Spring 2016

Description:

The ACES (Achieving in College, Ensuring Success) Identity Development Workshop was held on April 30, 2016 at Mt. San Antonio College.  My cohort mates Giovanni Rodriguez and Highlong Kay and I collaborated with ACES staff (Diana Felix, Lynn Wang and Elizabeth Estevez) to provide workshops that help students, in this TRIO Student Support Services program, examine their identities, their own resilience and identify resources and networks that have helped them overcome class, social, academic, and cultural challenges in higher education. The workshops drew from Yosso’s (2005) theory of Community and Cultural Wealth and Chickering and Reisser’s (1993) Seven Vectors of Identity Development to guide the process.

 

Learning Outcomes:

SWiBAT apply theories to help serve as a framework for and a guide the workshops

SWiBAT practice their facilitation skills by collaborating with staff from ACES

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO #1	Student was able to apply theories in the workshops, and synthesize them. Student was able to use the theories to help guide discussion with ACES students.  Student was able to relate how the information could be applied to their work currently and in the future as a student affairs educator.	Student was able to apply theories in the workshops, and synthesize them. Student was able to use the theories to help guide discussion with ACES students.	Student was able to apply theories in the workshops, but used them independently from each other and did not synthesize.	Student was unable to apply theories in the workshops.
SLO #2	Student practice their facilitation skills by collaborating with staff from ACES and meeting to practice prior to the event. Student worked with cohort mates and ACES staff to delegate facilitation of workshops.	Student practice their facilitation skills by collaborating with staff from ACES. Student worked with cohort mates and ACES staff to delegate facilitation of workshops.	Student practice their facilitation skills by collaborating with staff from ACES.	Student practice their facilitation skills on their own.

Evidence:

ACES Identity Development Workshop Agenda

Reflection:

I was approached by my cohort mate, Giovanni Rodriguez, about this program and to help facilitate series of workshops for ACES students. Immediately said yes to the opportunity. I was a great opportunity for me to work with other Mt. SAC students aside from Associated Students leaders who I have been working with closely for my fieldwork. I was also a great way to utilize the knowledge and skills I have gained over the past two years being in the Master of Science in Higher Education program at CSUF. Gio’s program design that drew from Yosso’s (2005) theory of Community and Cultural Wealth and Chickering and Reisser’s (1993) Seven Vectors of Identity Development really resonated with me because this is precisely how our cohort approached working with the community of Maywood for the Maywood Education Fair in 2015 as a framework to take an asset-based perspective in working with students. I was confident in helping facilitate some of the workshops because the work I have done as a graduate assistant for the Diversity Initiatives and Resource Centers and the Titan Dreamers Resource Center. Facilitating the workshops for the ACES students reminded me that I have gained a lot of knowledge and experience which I will continue to build upon as I transition to a full-time position. Facilitating workshops that had the students create journey maps and participate in identity corners, enabled us utilize Yosso’s (2005) theory of Community and Cultural Wealth to highlight the students’ assets/capitals (e.g. aspirational, social resistant and navigational capitals) that have helped them persist and thrive in higher education. I was really impressed by the level of vulnerability the students, the other facilitators and I showed in fully engaging with the activities and discussions. I would rate myself Competent for SLO #1.

I really enjoyed facilitating with my cohort mates and the ACES staff. Because I was only available on Thursdays and Fridays at Mt. SAC and my cohort mates have hectic schedules, we were unable to meet multiple times to prepare. We initially talked about it weeks prior to the event and again the day before. Fortunately, we have all facilitated and well acquainted with the various workshops and are very comfortable facilitating at this point. I really do believe that the program and our various graduate assistantships prepared us well. We talked about which workshops we would be taking a lead on and divided tasks amongst us and practiced on our own. We met with the ACES staff the early in the morning of the event to go over the agenda. It really was a great team effort. We connected quickly and agreed to be vulnerable ourselves to help encourage our students to do the same and be engaged and think critically about themselves and others. The students were very engaged and let themselves be vulnerable. The discussions were very rich and went really deep. Some of the students shared that they initially thought they were not going to share. However, because of the vulnerability that we showed and the challenge and support that we provided, enabled them to be vulnerable themselves. I would rate myself Competent for SLO #2.

WASC Academic Resource Conference 2016

Term:

 

Spring 2016

Description:

 

The WASC Academic Resource Conference was held on April 6-8, 2016 in Garden Grove, CA. It brought together faculty, student affairs professionals, administrators, and students to examine higher education’s contributions to the public good. It highlighted how institutions address broad societal needs while also promoting individual student success. Presenters shared best practices and ways their institutions are planning for the future of our students, our institutions, and society as a whole. The Titan Dreamers Resource Center was invited to present on best practices to better serve undocumented students in higher education.

 

Learning Outcomes:

SWiBAT apply the information they received from attending sessions to their graduate assistantship and work as a student affairs educator

SWiBAT practice their presentation skills on their own and in collaboration with their supervisor and student assistants

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO #1	Student was able to identify sessions that pertains to their graduate assistantship and their own philosophy of student affairs.  Student was able to relate how the information could be applied to their work currently and in the future as a student affairs educator.	Student was able to identify sessions that pertains to their graduate assistantship.  Student was able to relate how the information could be applied to their work currently and in the future as a student affairs educator.	Student was able to identify sessions that pertains to their graduate assistantship.  Student was able to relate how the information could be applied to their work.	Student was able to identify sessions that pertains to their graduate assistantship.  However, student was unable to relate with the presentations.
SLO #2	Student practiced their presentation skills on their own and in collaboration with their supervisor and student assistants multiple times. Student gave their feedback to improve the presentation and delegated who would be responsible for specific slides.	Student practiced their presentation skills on their own and in collaboration with their supervisor and student assistants multiple times. Student gave their feedback to improve the presentation.	Student practiced their presentation skills on their own and in collaboration with their supervisor and student assistants	Student practiced their presentation skills on their own.

Evidence:

Reflection:

Attending the WASC ARC Conference was a great experience. The theme this year was serving the public good. The keynote speaker was Dr. Kal Alston who is a professor of Cultural Foundations of Education and Women’s and Gender Studies in Syracuse University. She was able to highlight how higher education, has in the past, made mistakes in engaging communities that they serve. She was able to stress the importance of campuses to work with the communities, rather than having an attitude that higher education has all the answers to solve the problems of the communities. It really resonated with me because this is precisely how our cohort approached working with the community of Maywood for the Maywood Education Fair utilizing Yosso’s (2005) concept of Community Cultural Wealth as a framework to take an asset-based perspective in working with the residents of Maywood. It is also how I approach working with our students. I believe that engaging our students and the communities we serve this way, empowers them to tap into the resources that they already have around them. This work, however, must include them. Dr. Alston reminds us to take our time to get to know our students and surrounding communities not only to find out what they need but also to engage them in the decision making process and work together for change. This also reminds me of the how Diversity Initiatives and Resource Centers and the Titan Dreamers Resource Center empower our students by highlighting the resources that they have and help them navigate the campus to be successful students. However, this does not mean that we take action for them or “solve” things for them. We enable them to decide for themselves and take an active role in their learning and development. It really is a partnership. I was able to attend several sessions that examined best practices that help promote access, diversity, and inclusion in higher education. I attended a session on supporting first-generation students by fostering a sense of belonging in higher education. We were asked to participate in an activity where participants were to move from one side of the room or the other based on the statements made by the facilitator. It was supposed to foster connectedness between faculty and first generation students. However, a couple of the statements used felt marginalizing for me and my colleagues. For example, some participants were asked why they were unable to go directly to college after high school. Another statement I thought was triggering was regarding financial aid and waiting for it to buy books. I think it was not her intention to harm or trigger anyone, but the activity definitely triggered me, my supervisor and students. We had to speak up and just remind the presenter that all of our students, specifically undocumented students, are able to access financial aid and to be mindful of the intersections of identities that our students hold. It really highlighted the importance of faculty, student affairs educators, administrators, and students to keep working together to create inclusive environments. It was also a reminder to keep educating myself and being mindful of my own biases because whether or not I intend to harm or trigger students with my words and/or actions the impact can be damaging. I would rate myself Advanced for SLO #1.

I really enjoyed presenting with my supervisor and our student assistants. The process of preparing was also very enjoyable. We met to work on the content and editing the presentation to fit the 25 minute maximum we were given. We divided the slides amongst us and practiced on our own. Additionally, we also met to practice together and it really made a difference in smoothing out transitions but also in our confidence. I went in the day of the presentation very nervous, but it worked out really well. Our supervisor was really impressed in the passion that our student assistants and I showed. He remarked that it was one of the best presentations that he had been a part of. It was really great to see that there are many faculty, student affairs educators and administrators were in the audience to learn from the work we have been doing in the Titan Dreamers Resource Center. They were very engaged and asked very thoughtful questions on how to better support undocumented students on their campuses. I would rate myself Competent for SLO #2.

NASPA Region VI Job Search: Rise Above the Competition

Term:

Spring 2016

Description:

The NASPA Region VI Job Search: Rise Above the Competition conference was held on February 12, 2016.  It brought together student affairs professionals, para-professionals and those interested in the field to network and for those who are in the process of job searching to learn from various professionals in the field to help them navigate the process.  The conference offered four sessions that covered various topics from negotiating and networking to institutional fit and a career in the community colleges.

Learning Outcomes:

SWiBAT apply the information and advice they received to help them with their job search

SWiBAT practice networking with student affairs graduate students on other campuses and with student affairs professionals

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO #1	Student was able to identify sessions that pertains to their service area interests and job search.  Student was able to relate with the content and apply the advice given by the presenters.  Student also took the opportunity to introduce themselves to the presenters to network.	Student was able to identify sessions that pertains to their service area interests and job search.  Student was able to relate with the content and apply the advice given by the presenters.	Student was able to identify sessions that pertains to their service area interests and job search.  Student was able to relate with the presentations.	Student was able to identify sessions that pertains to their service area interests and job search.  However, student was unable to relate with the presentations.
SLO #2	Student practiced networking with student affairs graduate students on other campuses and student affairs professionals.  Student exchanged information with other students and professionals.  Student also took the time to ask about the person there are conversing with.	Student practiced networking with student affairs graduate students on other campuses and student affairs professionals.  Student exchanged information with other students and professionals.	Student practiced networking with student affairs graduate students on other campuses and student affairs professionals.	Student practiced networking with student affairs graduate students on other campuses but did not network with student affairs professionals.

Evidence:

Reflection:

I am really glad that I decided to attend the conference. I received really good advice from seasoned student affairs professionals who have gone through what I am going through. I was intentional in picking the presentations I wanted to go to.  For session #1, I chose to learn more about negotiating because I need to be able to advocate for myself better in the workplace and really get a good sense of the worth of my work, my experiences, and the skills and knowledge that I would be bringing to my potential position.  I was great to hear from Dr. Martha Enciso and Dr. Vincent Vigil.  They were very honest and shared their own experiences in negotiating salary.  They recommended that we do our research on the institution we would like to work for.  They also spoke about knowing the appropriate time to negotiate and what to consider (professional development, moving expenses, standards of living, rent, transportation, etc.).  It was really helpful.  Learning about networking was something that I need more work on.  Being an introvert, it really takes a lot out of me to be out there and socialize with many people. Brianne Wada’s presentation was very impactful for me because she pointed out how our cultural backgrounds impact how we network.  It was something I was aware of but to talk about it was really helpful to think about ways to strategize yet still stay authentic.  I could relate to her story of being raised in a culture that discourages tooting your own horn.  I think her advice on reframing it as confidence rather than bragging is something I could apply to myself.  I also learned to stop worrying about being perfect.  I find that my anxiety worsens when I overthink about how to perfectly introduce myself to others.  Dr. Kandy Mink Salas’ presentation on institutional fit was also a great reminder of being intentional in my search for a position.  As Dr. Mink Salas indicated many new student affairs professionals get desperate and take the first job offered, without considering the culture of the campus.  I would place myself as one of those individuals.  She really made me think about being intentional in my search.  I would love to work in a California Community College and hearing from Dr. Dyrell Foster was very helpful in customizing my resume and cover letter to get noticed by community college human resources and administrators.  It was also very helpful that Dr. Foster went through the interview process and what to expect. I really learned a lot from the conference and I came out with knowledge that I could apply to my job search. I would give myself a Competent for SLO #1.

The conference was very informative, but it was also a great opportunity for me to network with other student affairs students and professionals.  At the beginning, I did not really feel like interacting.  I think the sessions helped because they asked us to speak to one another.  I was able to meet new and potential graduate students from different campuses, and I actually enjoyed speaking about myself and the work that I have done.  I was also great to hear what drove them to go into student affairs.  It was interesting that I am now giving advice to the next cohort or the ones about to start their journey. It was great connecting with them. I was able to speak to a few student affairs professionals, but most of them were individuals I already knew. I think I was still intimidated meeting new professionals. It is something I have improved on but need to continue working on.  I tried to speak to Dr. Foster but the line to speak to him got very long quickly. However, I will reach out to him via email.  He actually encouraged us to reach out to him if we have more questions about working in community colleges.  I will be reaching out to him soon.  I feel that I should have put more effort in networking and exchanging information. For this reason, I would give myself a Basic for SLO #2.

Challenging Borders: Centering Undocumented Student Voices in Higher Education Symposium

Term:

Fall 2015

Description:

The Challenging Borders: Centering Undocumented Student Voices in Higher Education symposium was held on October 22-23, 2015. It brought together academics, students, and community members to discuss current and emerging research about undocumented students in higher education. It helped attendants to explore varied experiences of undocumented students in four-year colleges and universities, the impact of Deferred Action for Childhood Arrivals (DACA), and the important role of student activism in instituting changes.  The symposium created a space where academics and community members were able to engage with each other and discuss how to better serve undocumented students in higher education. I went to better understand the experiences of undocumented students and the new policies that affect how they navigate higher education as part of my fieldwork experience.

Learning Outcomes:

SWiBAT identify new research about undocumented students that is applicable to his AB 540 Ally Training program fieldwork project

SWiBAT build on communication skills by interacting with researchers about their presentation.

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO #1	Student was able to identify new research about undocumented students that is applicable to his project and was able to utilize them in the report. Student was also able to reflect on the day and connect what is learned in the course	Student was able to identify new research about undocumented students that is applicable to his project and was able to utilize them in the report. Student was also able to reflect on the day	Student was able to identify new research about undocumented students that is applicable to his project and was able to utilize them in the report	Student was able to identify new research about undocumented students that is applicable to his project but was unable to utilize them in the report
SLO #2	Student was able to engage with researchers and was able to talk about their research. Student was able to also talk about their own project and requested more information	Student was able to engage with researchers and was able to talk about their research. Student was able to also talk about their own project.	Student was able to engage with researchers but did not talk about their research	Student did not engage with the reasearchers

Evidence:

Reflection:

Going to the symposium was really humbling and inspiring experience. I was able to take in new perspectives through the research and incorporate them to my fieldwork project to write a report of recommendations for the development of the AB 540 Ally Training program at CSUF. For instance, the use of the word “Dreamer” to refer to resource centers and programs can alienate undocumented students because the term has always been associated with high achieving undocumented students. What about those who are not? Should they not get the same access and opportunities? I have not really consciously thought about this before. It is true that many of the laws and policies have been tailored to give greater access and resources to high achieving undocumented youth. Being cognizant of the inequities that exist even within the undocumented communities is very important to highlight as part of the AB 540 ally training program we want to develop on campus. I loved that the symposium challenged many of the dominant narratives surrounding the undocumented. It was really great to hear about student activism and from students themselves sharing their own stories of resilience and resistance, which is consistent with the concept of counterstories. This legacy of social justice and advocacy by students to fight for immigration reform for all needs to be remembered and honored. This is an important piece to highlight in my recommendations. I would give myself an Advanced for SLO #1.

Researchers, like Dr. Susana Munoz from the Graduate School of Education, Colorado State University at Fort Collins presented their work with undocumented youth and undocumented immigrants. I was very moved by all the presentations because it was centered on the students and the individuals who they worked with. They made sure that their stories were honored and not used as specimen to be studied. They’ve made a commitment to serve the community and use their research fight for change. For them it is not a one-time thing. “It is a lifestyle,” Dr. Munoz said when we were seated together for the reception. I was drawn to Dr, Munoz work because she aligned it with student development theories and her emphasis on intersecting identities of our undocumented students and how they affect their lived experiences. I went up to her after the first half of presentations and joined her in conversation about her work and the work we at the TDRC has been doing in trying to revamp the AB 540 Training program at Cal State Fullerton. I then asked her if I could get a copy of her presentation and she said yes. It was intimidating approaching her at first but I felt that her work is very relevant to the work I’m doing, so I had to work up the courage to approach her. Sometimes, it can be uncomfortable and awkward initiating conversation, especially with a renowned researcher, but ultimately it can be a very rewarding experience. I would give myself a Competent for SLO #2.

2015 Maywood Education Fair

Term:

Fall 2015

Description:

As part of the course EDAD 505 Instructional Leadership course in the Master of Science in Higher Education (MSHE) graduate program, Cohort 7 organized the 2015 Maywood Education Fair. Cohort 7 developed theory informed interventions to create a college-going culture in partnership with the Maywood community. The cohort utilized Yosso’s concept of Community Cultural Wealth as a framework to take an asset-based perspective in working with the residents of Maywood. I wanted to become a member of the fundraising committee because my limited experience.

Learning Outcomes:

SWiBAT apply Yosso’s Community Cultural Wealth as a conceptual framework for the committee’s interventions

SWiBAT organize the committee to meet our fundraising goal of $10,000.

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO #1	Student identified aspects of Yosso’s CCW to guide interventions and utilized them. Student also reflected on how CCW impacted the outcome of the interventions.	Student identified aspects of Yosso’s CCW to guide interventions and utilized them	Student identified aspects of Yosso’s CCW to guide interventions but did not utilize them	Student did not use Yosso’s CCW model to implement interventions
SLO #2	Student was able to organize and communicate well with committee members to share ideas and implementation of interventions. Raised between $75001-$10000	Student was able to organize and communicate well with committee members to share ideas and implementation of interventions. Raised between $5001-$7500	Student was able to somewhat organize and communicate with committee members to share ideas and implementation of interventions. Raised between $2500-$5000	Student was unable get organized and communicate well with other committee members. Raised less than $2500.

Evidence:

Scholarship Recipients

Reflection:

As part of the fundraising committee, I had the honor of reading through 25 Maywood Community Scholarship applications. Each application came with it a brief story of the students about their aspirations for themselves, their families, and their communities. Each shared stories of overcoming obstacles and thriving in spite of challenges and being surrounded by hopelessness. Many credit their parents, families, communities and experiences for instilling in them a great sense of resilience and the spirit of resistance to persevere in education and to continue to higher education. Reading the stories of these students brought home the Community Cultural Wealth that surround the students as highlighted by Tara Yosso (2005). Being able to meet the students personally and seeing them accept the scholarships focused for me what the Maywood Education Fair was all about. I was celebrating not just the scholarship recipients but also creating a space where community members (students, parents, educators, and community leaders) can come together and celebrate the rich cultural wealth of the community and utilize it to empower all of the Maywood community.

Working with the other committee members really reminded us to refocus on the community of Maywood and making sure that we are intentional in creating interventions that empower the student rather than just handing out scholarships. We shaped the scholarship ceremony to highlight the students and give them the opportunity to acknowledge their networks that have contributed to their success in school and their resilience. That moment reminded me of that places like Maywood are “more than a site of deprivation…it is also the site of radical possibility, a space of resistance” (Yosso, 2006, p. 49). Our work in Maywood help create these counterspaces to represent and highlight the community cultural wealth and assets (honoring the culture and aspirations) of the city and its residents and challenge and resist against the cultural deficit perspective. Meeting all of the scholarship recipients really demonstrated to me that despite the challenges the students face, they are graduating high school and are aspiring to go to college because of the cultural wealth they have. For these reasons I would give myself Advanced for SLO #1.

We set our overall fundraising goal at $10,000.  Although we did not reach our goal, we were still able to raise approximately $4,593.92 and awarded $4,000 in scholarships funds. A balance of $593.92 will be left to Cohort 8 with $500 designated in scholarship funds and $93.92 transferred to the general fund. Along with Yosso’s (2005) Community Cultural Wealth, the fundraising committee also applied Bronfenbrenner’s (1979) Ecological Systems theory to encourage Cohort 7 and Cohort 8’s microsystems and social networks to collect financial donations. Drawing from experiences of past cohorts and the huge potential for engagement of not only Cohort 7 and Cohort 8 but also their network of colleagues, friends and families, made the envelope fundraiser a very attractive option. We also set up a Go Fund Me site, executed a direct mail campaign and a Pieology fundraiser. The committee as a group was very supportive of each other and helped each other when needed. It really was a collaborative effort. Although we did not meet our goal I felt that I learned much more than just fundraising. It helped me see communities in an asset based perspective rather than a deficit perspective. I would rate myself between Basic and Competent for SLO #2.