Quality Programming
Graduates should be able to design and implement high quality and multi-faceted student programs, which enhance student learning and personal development. Specifically, students should be able to demonstrate:
a. the skills necessary in conducting accurate needs assessment;
b. an understanding of the dynamics involved in student learning in the co-curriculum;
c. the ability to write program mission statements and to articulate desired student learning outcomes;
d. the ability to design and implement creative and effective student programs.
a. the skills necessary in conducting accurate needs assessment;
b. an understanding of the dynamics involved in student learning in the co-curriculum;
c. the ability to write program mission statements and to articulate desired student learning outcomes;
d. the ability to design and implement creative and effective student programs.
Program Design: Multiracial students
In the Student Learning in the Co-Curriculum course (CSA 571), one assignment was to design a learning experience. I chose to design a learning experience centered on multiracial students. The project included both a mission statement and learning outcomes surrounding the topic. For instance, one purpose of the program was to “provide an educational opportunity on a diverse topic, encouraging interracial contact” and one learning outcome was that “students demonstrate the ability to dialogue with someone different from themselves, interacting with honesty, sincerity, curiosity, and respect.” I reviewed literature (Renn, 2000, 2003, 2008; Sands & Schuh, 2004) that supported the need for co-curricular programming, particularly with multiracial college students. I found theories and literature supporting the activities in my program, including multiracial identity development (Wijeyesinghe, 2001) as well as social and historical factors affecting multiracial college students (Shang, 2008). |
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CHAMP Events
As a service-learning intern I coordinated many events within a larger program. I planned six APU classroom orientations, six fourth grade visit days, two graduations, and one alumni picnic. The programs were designed to help APU students benefit from a reciprocal relationship with the community and its members, specifically fourth graders. The curriculum and events allowed APU students to experience diversity issues firsthand, including race/ethnicity and socioeconomic class (Blimling, 2001; VanderPutten, 2001). The APU student mentors could also explore their desire to continue pursuing a liberal studies degree and possibly a teaching credential and career in an elementary school. The CHAMP program as a whole was assessed through both the consistent verbal feedback of fourth grade teachers and APU faculty as well as a formal evaluation completed by APU students. All responses were processed and considered in order to ensure the fourth graders’ needs and the needs of the APU students were being met. |
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Resume Workshop
I presented at an undergraduate student conference at Cal Baptist University. Instead of clicking through PowerPoint slides, I tried to lead a resume workshop where I engaged students more. I began by presenting the basic format of a resume, drawing an example on a whiteboard. Then I discussed resume do’s and don’ts and asked participants to take notes. Students were then asked to share tips that they had heard that had not been mentioned. A handout was then passed out with examples of how to put student leadership experience into a resume. One side had good and bad examples of bullet points and the other side had my resume tips and action verbs. After discussing the handout, I guided the participants in sharing some of their job duties and how to write those accurately, clearly, and concisely in a resume. The whiteboard served as a space for students to see the before and after, what the student said and how I helped them mold their statements further. The workshop ended with students having an opportunity to work on their resume. |
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