Competency I - Quality Programming
Artifact One: Kingdom of My Mind - The Undergraduate Journey
This is my opus: Kingdom of My Mind. It is a presentation I wrote for the enrollment office at University of West. It is a co-curricular student learning program with specific student learning objectives regarding the development of critical thinking skills in relation to the young adult developmental and the cognitive movement from dualism to multiplicity, enrichment through exposure to diversity, and understanding the concept of self-authorship. The concepts are based on the developmental theories of William Perry and Marcia Baxter-Magolda. The hour length presentation is an attempt to create what Perry would term as Plus-One staging, and Baxter-Magolda would term as a cross-roads experience. The program includes a program description, a powerpoint presentation, a tri-fold brochure, and an assessment tool. Artifacts appear below.
Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus Publishing, LLC.
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.
Jeffers, S. (1987). Feel the fear and do it anyway: Dynamic techniques for turning fear, indecision, and anger into power, action, and love. New York, NY: MJF Books.
Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus Publishing, LLC.
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.
Jeffers, S. (1987). Feel the fear and do it anyway: Dynamic techniques for turning fear, indecision, and anger into power, action, and love. New York, NY: MJF Books.
Artifact Two: Living Full-Time as a Woman, Coming Out at Work, and Developing University of the West's "Safe Zone" Training Program |
In the summer of 2013 I informed my employer I would be presenting myself authentically as a transgender woman in twenty-one days. The university responded with a mandatory training program for all of its staff on diversity in gender identity and sexual orientation. I had a central role in the training, and shared my coming out story at the event. Below right is the flyer which announce the training to the staff.
The months that followed also presented numerous continued learning opportunities for students as I explained my transition to those who had previously known me as a man, or to those for whom I was the first transgender woman whom they had met. In coming out my value in supporting students as a visible staff member of the LGBTQ community became evident. Being out and the university's only transgendered staff, faculty, or student put me in an ideal position to be develop University of the West's "safe zone" training program for student allies, staff, and faculty. The graphic to the left is the original logo design for the pin and sticker that participants would receive upon completing University of the West's "safe zone" training program. Johnson, A. G. (2006). Privilege, power, and difference. New York, NY: McGraw-Hill. Kayes, P. E. (2006). New paradigms for diversifying facultynand staff in higher education: Uncovering cultural biases in the search and hiring process. Multicultural Education, 14(2), 65-69. |
Artifact Three: Co-curricular Learning Program for the Enrollment Office Specifically Focused on Issues of Retention and Persistence |
University of the West does not yet have a first year retention program. This meant that some of the programs that might be needed to provide better support for first year students could be presented as part of the student learning goals for the enrollment office.
The below is a specific retention program inspired by my work with University of the West's retention committee it was to be implemented through the enrollment office while working with other departments - in an effort to reduce functional silos - until the university could house a distinct program of support for first-year students. Fleming, J. (2012). Enhancing Minority Student Retention and Academic Performance : What We Can Learn From Program Evaluations. San Francisco: Jossey-Bass. 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. |