Fostering Student Learning
Graduates should possess an understanding of the primacy of the educational mission of higher education and the basic processes through which students are engaged in this mission. Specifically, students should be able to demonstrate:
a. a broad knowledge of the academic requirements of the institutions they serve;
b. an appreciation of the academic rigor required of students who desire to successfully navigate their academic careers;
c. a commitment to developing strategies for uniting the curricular and co-curricular dimensions of higher education.
a. a broad knowledge of the academic requirements of the institutions they serve;
b. an appreciation of the academic rigor required of students who desire to successfully navigate their academic careers;
c. a commitment to developing strategies for uniting the curricular and co-curricular dimensions of higher education.
Creating a Learning Environment
In service-learning, I partnered with three faculty members over the course of two semesters to provide a learning environment for about 75 liberal studies students. The students, enrolled in the Diversity in the Classroom course two days a week, would learn theory and other information from the professor in the APU classroom one day. Then on the second day I would adapt an established curriculum, provide the materials, and prepare the students for their visit into the Azusa elementary schools. This would happen for 10 weeks each semester. The faculty members and I would collaborate through meetings, phone calls, and e-mails. We would exchange thoughts, ideas, and even syllabi. Each week we would reflect on what was going right and what could use improvement. All of this fostered a seamless environment for the students throughout the weeks (Kuh, 1996). |
College Students and Sleep Difficulties
For the Counseling Issues and Practice (CSA 583) course, two classmates and I designed a program on sleep difficulties. We based our program on the idea that if the University of La Verne’s mission is to provide a people-centered, values-based, quality education, they would not be as successful in achieving that mission if the students are not healthy (Kadison & Foy DiGeronimo, 2004). We developed learning outcomes around awareness of problems and benefits surrounding sleep, referring students, and creating a culture of healthy sleep on campus (Brooks, Girgenti, & Mills, 2009). Much of the presentation was based on Chickering’s (1969) vector of developing independence, autonomy, and interdependence. Since our presentation was for resident assistants we wanted to teach them how to be role models of healthy sleep habits. In doing so they could set a good example for students fresh out of high school who do not know yet how to balance the freedom of college with its academic demands (Edens, 2006). |
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Developing Co-Curricular Curriculum
The service-learning office has a fundamental goal of linking curricular and co-curricular dimensions. The office work is dependent on the undergraduate student workers who facilitate many of the interactions with faculty. By working with these 10 students over two semesters I encountered many times where I was able to teach them how to connect academics with co-curricular activities. This started their first week on the job when we attended various training sessions together. Specifically, we visited a middle school where we needed to design curriculum to teach students in an afterschool program. I taught my group to think about what they learn in class, what they know best, and to apply some of that knowledge to our session (Kolb, 1984). In working with two assistant directors of the CHAMP program over the year I have also had many opportunities to show and teach them how to collaborate with faculty on campus. |
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