Competency VIII- Effective Campus and Community Relationships
Artifact One: My outreach efforts in relation to creating a more equal representation of students of color in higher education
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Research has documented the disproportional representation of students of color in higher education, and noted their lower levels of achievement in earning undergraduate and graduate degrees. Research has also indicated that most college students do not leave high school qualified to enter a four-year university. These statistic are particular difficult for students of color who primarily enter a community college, and fail to navigate the completion of a bachelor's degree.
The document below demonstrated my outreach work with approximately thirty-five predominately Latino high schools, and my work with the administrators of those schools to make a difference in the levels of academic achievement of their Latino students. Adams, M., Blumenfeld, W. J., Castaneda. C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.) (2010). Readings for diversity and social justice. New York, NY: Routledge Johnson, A. G. (2006). Privilege, power, and difference. New York, NY: McGraw-Hill. |
Artifact Two: Enhancing the Functionality of the Student Enrollment database, Campus Vue, to facilitate efficient access of information for UWest's enrollment, admission, financial aid, and registrar staffs; and overcome functional silos between departments
When I began working with UWest Enrollment Office it was very difficult to access information effectively on the progression of a student's admissions application toward completeness. This is because the collected documents such as application, personal essay, letters of recommendation, official transcripts, application fee, etc. were all entered into the university's database, Campus Vue, after a student's application packet was complete. If a potential student called, and inquired where their application was in process the enrollment staff would need to find the students physical application packet and check for completeness. Often the packet was in a different office or on an individual's desk, but the students question would typically take a physical examination of the application packet to answer. After my earlier proposal of for the enrollment office to bring it into adherence to the CAS standards, I was convinced that any enrollment, admissions, or financial aid staff member should be able to answer a potential student's questions on the progress of their application effectively and present themselves as a competent source of information for these applying students. I began to enter all documents of each student application into Campus Vue as each piece arrived. Later as the offices of enrollment, admissions, financial aid, the registrar began to work together more meetings were organized by the registrar, and representatives from the enrollment, admissions, and financial aid offices were invited to participate in enhancing the university's process of data entry for it applicants. I was the representative for the enrollment office. The meetings resulted in data lists for domestic, international, undergraduate, and graduate students which would track and monitor an application's completeness. In addition, any of these staff members could now log onto the database and check an application's completeness. The need to hunt down each physical application packet to answer potential student inquires was eliminated.
Bolman, L. G., & Deal, T. E. (2013). Reframing organizations. San Francisco, CA: Jossey-Bass
Dean, L. A. (2009). CAS professional standards for higher education. Washington, DC: the Council for the Advancement of Standards in Higher Education.
Manning, K., Kinzie, J., & Schuh, J. (2006). One size does not fit all: Traditional and innovative models of student affairs practice. New York, NY: Taylor and Francis Group, LLC.
Bolman, L. G., & Deal, T. E. (2013). Reframing organizations. San Francisco, CA: Jossey-Bass
Dean, L. A. (2009). CAS professional standards for higher education. Washington, DC: the Council for the Advancement of Standards in Higher Education.
Manning, K., Kinzie, J., & Schuh, J. (2006). One size does not fit all: Traditional and innovative models of student affairs practice. New York, NY: Taylor and Francis Group, LLC.