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.

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.

Philosophy of Student Affairs

Term:

Fall 2015

Description:

Part of our assignment for the EDAD 568 fieldwork course was to discuss our current philosophy of student affairs and how it compared to our philosophy a year ago. It challenged us to reflect on how our knowledge and experiences as student affairs educators have shaped the development of our philosophy.

Learning Outcomes:

SWiBAT identify changes in their philosophy as student affairs educator.

SWiBAT synthesize knowledge gained from coursework with practical work as student affairs educator.

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO #1	Able to identify 3 or more changes in their philosophy as student affairs educator and provided examples	Able to identify at least 2 changes in their philosophy as student affairs educator and provided examples	Able to identify at least one change in their philosophy as student affairs educator	Unable to identify changes in their philosophy as student affairs educator
SLO #2	Able to synthesize knowledge gained from course work with practical work by providing examples and explaining how it helped develop their philosophy	Able to synthesize knowledge gained from course work with practical work by providing examples	Able to synthesize knowledge gained from course work with practical work	Unable to synthesize knowledge gained from course work with practical work

Evidence:

Philosophy of Student Affairs Paper

Reflection:

I believe that as a student affairs educator, I have to work harder and more intentional in engaging students to see themselves and their experiences as central to their learning and development. Administrators, student affairs educators and faculty must work collaboratively with students in their learning and development by honoring their intersecting identities and experiences and integrating them to promote transformative learning. It stresses the importance of seeing academic and developmental outcomes as intertwined and taking into account the roles of the faculty, student affairs professionals, and students as educators. Integral to students’ learning and development is also factoring their families, friends, and communities that make up their sources of support and cultural wealth, shifting the way I saw and worked with students.

The first semester of my graduate assistantship in the Titan Dreamers Resource Center, I viewed student affairs educators as professionals so helped who addressed students’ needs and helping them receive the necessary services and resources to persist. I saw our students in a deficit lens and want to “save” them from challenges and barriers. I was working for them rather than working with them, ultimately contributing to their disempowerment and oppression.  Taking EDAD 522 College Students’ Characteristics and Cultures helped me pay greater attention to the importance of engaging the families of students of color. It was in this class and reading about Harper’s Anti-Deficit Achievement Framework that helped challenge commonly held beliefs about lack of preparation, academic underperformance, and disengagement of students of color, especially male students of color. It helped challenge me to look at what resources and opportunities (faculty, staff, family, friends, peers, and programs) are working for students that help them persist rather than just focusing on what is going wrong. It challenged me to look at the cultural wealth of our students and seeing their backgrounds and experiences as sources of their resilience and strength that help them navigate higher education despite challenges they face. This reframing also shift the responsibility of engaging college students on the institutions and its agents.

This shift in consciousness was also due to the courses the cohort took on diversity, access and equity, and student learning and development in summer session. Learning about the power of counterstories to fight oppression opened my eyes. I feel that having these counterstories are essential in instilling not only a sense of pride for our students, but also to help empower and value our students while navigating through college. It has changed the way I interact with our DREAMer students. I learned to ask not only about how I can help them but also inquire about their backgrounds and experiences. When a student is sharing their experiences, I feel a level of connection that is deeper. They feel that they matter. Now I allow them to look at all the options and give them the power to choose for themselves. In the past I felt compelled to tell them the best option and speak for them when emailing a colleague about a situation that the student is facing. I do acknowledge that there are times that students may need to be walked over to feel safe enough going into a space. I am now cognizant of the importance of readiness, challenge, and support in our students’ development and the theories that strengthen our work because of the course on student learning and development with Dr. Hoffman. Multicultural competence and social justice remains a very important factor in my work, but I have become even more intentional and committed to it.  I have learned that being sensitive to our students’ diverse experiences and backgrounds helps me gain insight on to how better serve and empower them. As much as I want our students to examine privilege and bias, I have also been more intentional in examining mine and allowing myself space to step back while interacting with students to try and prevent myself from prejudging our students. I think of oppression differently after taking the diversity, access, and equity course. It has made me more critical of myself and how I contribute to my own oppression and the oppression of others. I would give myself Competent for both SLOs.

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.