Competency IV- Fostering Student Learning
Artifact One: Kingdom of My Mind - The Undergraduate Journey
This is a very dense presentation as far as learning objectives, length, and its role in the tour dates I have been scheduling for University of the West. It is approximately an hour in length and is part of five hour touring event that is offered to the local high schools.
In relation to this competency are specific learning objective regarding student development or the adult developmental process. Concepts from two theorists are presented. The first is themes from Marcia Baxter-Magolda's theory of self-authorship. The other concepts are based on William Perry's young adult development theory which characterized cognitive growth as a movement from dualism to multiplicity.
Evans, N. J., Fortney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice. San Francisco, CA: Jossey-Bass.
Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus Publishing, LLC.
In relation to this competency are specific learning objective regarding student development or the adult developmental process. Concepts from two theorists are presented. The first is themes from Marcia Baxter-Magolda's theory of self-authorship. The other concepts are based on William Perry's young adult development theory which characterized cognitive growth as a movement from dualism to multiplicity.
Evans, N. J., Fortney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice. San Francisco, CA: Jossey-Bass.
Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus Publishing, LLC.
Artifact Two: WOW! Women's Overall Wellness
In the spring of 2014 I was part of a team of four women who developed the below presentation on women's wellness and empowerment for undergraduate students at Cal Poly Pomona. The presentation is below in it's entirety. The specific student learning objectives were established to create a greater awareness of sexual assault and violence against women within the university environment; create an understanding of rape, and specifically acquaintance rape, and the dynamics which lead to this type of violence against women; creating a greater awareness of the predictors of sexual violence which would include the influence of alcohol on rapes and attempted rapes within a university setting; understanding the profiles of those likely to engage in bystander intervention actions and those likely to be perpetrators of sexual assault; and lastly education on women's empowerment. Literary references are located at the final slides of the presentation and below.
Belenky, M. F.; Clinchy, B. M.; Goldberger, N. R.; & Tarule, J. M.; (1997). Women’s ways of knowing: The development of self, voice, and mind. New York, NY: Basic Books, Inc.
Liddell, D. L., & Lund, J. P. (Eds.). (2000). Powerful programming for student learning: Approaches that make a difference. San Francisco, CA: Jossey-Bass.
Belenky, M. F.; Clinchy, B. M.; Goldberger, N. R.; & Tarule, J. M.; (1997). Women’s ways of knowing: The development of self, voice, and mind. New York, NY: Basic Books, Inc.
Liddell, D. L., & Lund, J. P. (Eds.). (2000). Powerful programming for student learning: Approaches that make a difference. San Francisco, CA: Jossey-Bass.
Artifact Three: Co-curricular Learning programs for University of the West
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To the left is an image of the fundraiser program for the LGBTQA club at University of the West. The initial idea had been to sell chocolates and raise funds for the club. At the organizational meeting I suggested that the event take the opportunity to utilize its fundraising activity with creating awareness of diversity in relation to sexual orientation. The program by being sponsored by UWest's LGBTQA club served to represent the culturally marginalized sexual orientations of lesbian, gay, and bisexual students, but was not exclusive; and heterosexual allies were very welcomed to post a heart on the Wall of Hearts. Because valentine's day is such a traditionally usurped heterosexual celebration a proposal was to be later developed and submitted to make this event an annual activity for the Rainbow Lotus club [UWest's LGBTQA student club].
Below is a program that I wrote for the offices of Residential Life and Student Life. It is the presentation of possibly structured or unstructured, themed or spontaneous conversation over dinner in the dining commons at University of the West. The program has was focused on developing critical thinking skills through dialogue with others. The development of listening, and presenting skills were also student learning objectives. The program was developed with input from the coordinators of those divisions, Mr. Juan Tinoco and Mr. Eddie Escalante. It was submitted to University of the West co-curricular learning committee for possible implementation. Liddell, D. L., & Lund, J. P. (Eds.). (2000). Powerful programming for student learning: Approaches that make a difference. San Francisco, CA: Jossey-Bass. Sears, J. T. (Ed.) (2005). Gay, lesbian, and transgender issues in education: Programs, politics, and practices. Binghamton, NY: Harrington Park Press |