Practice to Theory to Practice Project

Term:

Summer 2015

Description:

The purpose of this assignment is for students (groups of 4) to gain skills in applying theory in practice. With their base groups, students will design (or redesign) and present a program using Lee Knefelkamp’s 11 step model and apply it to a specific student population.  Using students’ cultures and characteristics, formal and informal theories, literature, and documents, groups will develop theory-informed interventions that are guided by assessment of students’ needs and improving student learning and development. Our group decided to work with mixed-race students and first year experience programs.

Learning Outcomes:

SWiBAT comprehend PTP model in relation to mixed-race students and first year experience programs.

SWiBAT demonstrate collaboration in a group setting in order to apply the PTP model.

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO #1	Able to complete PTP project and able to describe the purpose of and all 11 steps of the PTP model in relation to first year programs and multiracial students	Able to complete PTP project and able to describe the purpose of and the steps of the PTP model overall in relation to first year programs and multiracial students	Able to complete PTP project but did not understand the steps or purpose of the model in relation to first year programs and multiracial students	Did not understand the importance of the model in relation to first year programs and multiracial students and did not complete PTP project
SLO #2	Worked collaboratively with PTP group members by showing up in meetings, sharing ideas, helping group members, making sure assigned work was completed in a timely manner and gave constructive feedback	Worked collaboratively with PTP group members by showing up in meetings, helping group members, and making sure assigned work was completed in a timely manner	Participated in the PTP group project but worked on their own and not collaboratively	Was unable to meet PTP group expectations

Evidence:

PTP Final Paper here.

Reflection:

Utilizing the PTP model to come up with interventions to help mixed-race college students feel welcomed and create an inclusive environment for them in higher education helped me understand the PTP steps and their importance to our work as educators. Going through the PTP Project was tougher than I expect it to be. However, I learned a lot about being intentional about creating interventions and developing assessment measures and rubrics that are more than just superficial. In regard to understanding PTP I was able to understand the steps and would rate myself as competent. It helped me appreciate what educators do daily with their students and the intentionality and purpose they have for each activity and reading. It has challenged me to use a number of theories written by Renn, Bronfenbrenner, and Schlossberg and applying them to mixed race student. I also gained a better understanding of the struggles of mixed race students as we examined the literature that exist. It was eye opening the many ways they are ostracized by monoracial groups and how their experiences shape how they see themselves and others. I learned about microsystems that help shape their mesosystem.

Through this project I also learned to listen better to my team mates (Ashley, Alyssa, and Dulce) and take more risks in sharing my opinion. It also highlighted the importance of time management, delegating duties, and asking for help. I am very fortunate that my teammates were very supportive and supported me when I was feeling overwhelmed. We really pulled together to get this project done. In this regard I would rate myself competent for collaborating with my teammates.

I will use this entry to inform my work including my fieldwork. Learning from the PTP, I will be intentional about the activities to incorporate as part of the AB 540 Ally Training (e.g. using student learning outcomes, theories, and assessment) to make the program the best it can be.

Next Steps Edu Volunteering

Term:

Summer 2015

Description:

Next Steps Edu, C-REAL and the Department of Educational Leadership will provide general educational support to thousands of students who were displaced by the closure of Corinthian Colleges in spring 2015. Volunteers will help answer students’ questions pertaining to academic planning and advising, admissions, school and credit information. Volunteers will also direct students’ legal and financial questions to qualified Next Step Edu partners.

Learning Outcomes:

SWiBAT identify one a student development theory that applies to displaced students and help them with their work at CSUF.

SWiBAT explain to displaced students the resources available to help them transition.

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO #1	Took the time to gather information on displaced student, identified a student development theory, used theory to guide interaction and uses experience to guide work	Took the time to gather information on displaced student, identified a student development theory and used theory to guide interaction	Took the time to gather information on displaced student and identified a student development theory applicable	Did not take the time to gather information on displaced students
SLO #2	Identified available resources to displaced students, explained details and encouraged student to follow up	Identified available resources to displaced students and explained details, but did not encourage student to follow up	Identified available resources to displaced students but did not explain details	Did not identify available resources to displaced students

Evidence:

Next Steps EDU Volunteer Training Packet here.

Reflection:

I felt determined to be involved with Next Steps EDU partly because I felt such anger about how the students were simply left to fend for themselves without a whole lot of warning as Corinthian Colleges closed up its businesses. In working with Next Steps EDU, I learned more about the students who were mostly low-income. They were left confused by the whole situation. They were also upset that these for profit institutions made promises that they are now not going to fulfill. As a volunteer my task was to provide these displaced students resources to help them to recover their records and look at their options as students to move forward with their education. I really hope that the information I provided was helpful in helping students transition on to their next steps. Although I provided the students important information, I did not think about formal theories to help guide my interaction with them. I would rate myself basic for this. I relied more on what they needed at the time and used informal theory to help them feel that they mattered. I would rate myself basic in providing detailed accurate information for the displaced students. However, I wish that I had signed up to assist students via phone calls to give a more personalized communication. I believe that I could have been more effective in encouraging them to seek other avenues to continue their education.

Volunteering for Next Steps EDU helped remind me of the real need for social justice in higher education, especially for students who have been marginalized and taken advantage of by institutions. I am more cognizant of the important of integrating social justice in my fieldwork for the fall as I work to help develop with AB540 Ally Training for the Diversity Initiatives and Resource Centers.

Museum of Tolerance

Term:

Summer 2015

Description:

Cohort 7 went to the Museum of Tolerance on June 28, 2015. The visit was incorporated as part of the EDAD 524 Diversity, Access, and Equity course for the MSHE program aimed to educate the cohort about the Holocaust and historical issues in both historic and contemporary contexts and help to confront all forms of prejudice and discrimination in our world today. It challenged the cohort to make connections between course readings and themes, and our role as educators and student affairs professionals.

Learning Outcomes:

SWiBAT identify connections between the Holocaust and EDAD 524 (Diversity, Access and Equity) course content as they relate to the understanding historical injustices in higher education through a reflection journal and class discussions.

SWiBAT recall and reflect on stories of Holocaust survivors.

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO #1	Able to identify connections between information learned at the museum and course content, and able to connect concepts from reading through a reflection journal and class discussions	Able to identify connections between information learned at the museum and course content, and able to connect concepts from reading through a reflection journal	Able to identify connections between information learned at the museum and course content	Unable to identify connections between information learned at the museum and course content
SLO #2	Able to recall details of a Holocaust survivor’s story, related them to the experiences of marginalized communities, and how they may inform their work	Able to recall details of a Holocaust survivor’s story and relating them to the experiences of marginalized communities	Able to recall some details of a Holocaust survivor’s story and reflected on it	Able to recall a detail of a Holocaust survivor’s story but did not reflect on it

Evidence:

Reflection:

Hearing from Ms. Elizabeth Mann’s own accounts of the Holocaust and her experiences in Auschwitz was very humbling and inspiring. I could not help but feel great sadness when she talked about her sick brother and how she felt responsible for his death because she had told him to go with their mother. She also shared how “ordinary” people played a part in the atrocities and the genocide the Jewish people endured in Europe. She and the exhibit highlighted the big role of propaganda and censorship had in demonizing the Jewish people and indoctrinating “ordinary” people with hatred against Jews. Books, newspapers, magazines, posters, etc. were used to paint Jewish people as inhuman and responsible for the economic hardships of Germany and other European countries. Jewish businesses were closed and burned, Jewish teachers were fired, and books written by Jewish authors were burned. Hitler and the Nazi Party were determined to wipe the Jewish people and off the face of the earth and silence those who dare challenge it. The Nazis didn’t just persecute Jewish people, they also persecuted Communists. I would rate myself as advanced in connecting my experiences at the Museum of Tolerance and the class course and applying what I’ve learned in the reflection journal and discussions in class. The themes of propaganda and censorship discussed during the trip reminded me of the history propaganda and censorship in American education in the 1920s as examined in Joel Spring’s book The American School. Groups like The American Legion would form to control what children were exposed to, focusing on preventing what they perceived as the encroachment of Communist ideas in schools. They also advocated the firing of teachers who were deemed “disloyal” and demanded that teachers take loyalty oaths. These actions were very reminiscent of events in Europe under Nazism.

I expected the visit to be emotional, but I was caught off guard by how emotional I got listening to Ms. Elizabeth Mann, a Holocaust survivor. When she described her experience, particularly about her brother and how ordinary people turned their backs on the Jewish people, really made me reflect on what I’m doing as an educator to not only increase awareness about oppression and inequalities in higher education but also what actions I can do to include social justice in my work. I would rate myself advanced in this aspect. I am able to tie what I’ve learned from Ms. Mann and the Museum of Tolerance with the important themes of diversity, access, and equity in higher education. I was also able to reflect on how I help perpetuate the notion of supremacy of the dominant White (Anglo-Protestant) culture and contribute to the oppression of others. The atrocities of the Holocaust would not have been possible without the complacency of “ordinary” people.

This entry would remind me to check my biases as I work with students who may already feel marginalized. It would also remind me to not only raise awareness about oppression but also to take action. It would help guide me in helping develop the AB 540 Ally Training by utilizing counter storytelling to challenge negative narratives perpetuated by mass media about undocumented immigrants. The visit and this entry will remind me the importance of questioning the status quo and continue to fight for social justice as an educator and student affairs professional.