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.