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review.v2

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  • Continued support for number 9 may include providing information to incoming students and coordinating discussion panel around #9. Deconstructing Gender: workshop covered gender identity and expression and the gender binary, and what this means to each of us. Topics that will be touched on: transgender issues, the existence of gender identities outside of male, female, or transgender, how gender stereotyping affects everyone regardless of their gender identity.
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    • 1. Mid-Program Portfolio Review By CSSA Student Wendy Alemán Multicultural Perspectives
    • 2. CSSA Competency #1 <ul><li>Knowledge of Higher Education and Student Affairs </li></ul><ul><li>Graduates should be able to demonstrate their understanding of the role of student affairs in higher education by being able to articulate current and past issues shaping the field and the implications these issues have on students’ lives. In meeting this competency, students should demonstrate their knowledge of. . . </li></ul><ul><ul><li>The historical and philosophical underpinnings of student affairs; </li></ul></ul><ul><ul><li>The primary challenges and opportunities being presented to student affairs professionals; </li></ul></ul><ul><ul><li>Standards of good practice in student affairs and ethical responsibilities of the student affairs professional; and </li></ul></ul><ul><ul><li>Goals, trends, and key issues related to the future of the student affairs profession. </li></ul></ul>
    • 3. Knowledge of Higher Education and Student Affairs <ul><li>Classes: </li></ul><ul><li>History of American Higher Education </li></ul><ul><li>- Latinos in Higher Education </li></ul><ul><li>-Historical timeline with cultural perspective focus </li></ul><ul><li>Programs and Functions of Student Affairs </li></ul><ul><li>CSSA first year seminar </li></ul><ul><li>Professional Membership and Publications </li></ul><ul><li>NASPA Membership </li></ul><ul><li>Chronicle of Higher Education </li></ul><ul><li>Other: </li></ul><ul><li>Practical experience through current assistantship at the Community Service Center and practical experience gained via practicum experiences. </li></ul><ul><li>Future Projects/Classes : Organization and Administration of Student Affairs </li></ul>
    • 4. CSSA Competency #2 <ul><li>Student Development in Higher Education </li></ul><ul><li>Graduates should be able to demonstrate their understanding of student </li></ul><ul><li>populations and sub-cultures within varied higher education settings. In meeting </li></ul><ul><li>this competency, students should demonstrate their knowledge of. . . </li></ul><ul><ul><li>Transitional issues faced by students before and after their tenure in higher education settings; </li></ul></ul><ul><ul><li>The various and changing needs, goals, affinities of students within varied higher education settings (i.e. community college, private, public, etc); </li></ul></ul><ul><ul><li>The diversity of student populations including, but not limited to, age, socioeconomic status, gender, race and ethnicity, language, nationality, religion or spirituality, sexual orientation, ability, and preparedness; and </li></ul></ul><ul><ul><li>Theories related to student development and potential practical applications. </li></ul></ul>
    • 5. Student Development in Higher Education <ul><li>Classes: </li></ul><ul><li>Student Development Theory #1 </li></ul><ul><li>-Latino Student Development – group project –interviewed </li></ul><ul><li>students from Latino backgrounds </li></ul><ul><li>Student Development Theory #2 </li></ul><ul><ul><li>-Developed new Latino Identity development model based on Vasti Torres </li></ul></ul><ul><ul><li>-Explored various theories and their relation to Latino students (esp. Perry and the millennium theory) with Padma Akkaraju in team research project called “The other side of the coin” </li></ul></ul><ul><li>Practical Applications: Community Service Center, CAMP </li></ul>
    • 6. Figure 1. Forces that Shape Latino Identity Development (graph based on Vasti Torres’ theory of influences on identity). *Factors not considered by Vasti Torres (2003). Graph created by W.A for Latino Identity Paper Neighborhood (Diverse or White) Network with Other Latinos (Friends or Extended Family)* Self-Perception of Status Family Influence and Generational Status Race* (Influence of Stereotypes/ Oppression) Latino Identity
    • 7. Competency #3 <ul><li>Organization, Leadership, and Administration of Student Affairs </li></ul><ul><li>Graduates should be able to demonstrate their understanding of higher education/ student affairs administration and those aspects related to the design, delivery, and organization of student affairs in college and university settings. In meeting this competency, students should demonstrate their experience with/knowledge of. . . </li></ul><ul><ul><li>Fiscal resources, budget development and management in supporting student affairs programs or services; </li></ul></ul><ul><ul><li>Human resource/personnel management, including hiring, supervising, and evaluating employee performance; </li></ul></ul><ul><ul><li>Organizational structure, dynamics, and leadership; and </li></ul></ul><ul><ul><li>Legal issues critical in guiding and influencing practice. </li></ul></ul>
    • 8. Organization, Leadership, and Administration of Student Affairs <ul><li>Projects/Practical Experience: </li></ul><ul><li>Responsible for hiring and training new Community Service Center student staff, including supervising and employee evaluation </li></ul><ul><li>Responsible for developing and managing the budget for Community Service Center </li></ul><ul><li>Working on developing structure and support for Community Service Center staff </li></ul><ul><li>Currently working on completing an internship/practicum with the College Assistance Migrant Program (CAMP) – developing an orientation and mentor program </li></ul><ul><li>Currently working on budget for CAMP orientation with Orientation Coordinator Oscar Montemayor </li></ul><ul><li>Future projects/classes: </li></ul><ul><li>Legal issues in Student Affairs; Develop orientation for GTA’s in Student Life (intro. to OSU’s organizational structure and leadership). </li></ul>
    • 9. Competency #4 <ul><li>Assessment and Evaluation </li></ul><ul><li>Graduates should be able to demonstrate their understanding of and ability to employ good practices that focus on the effectiveness of student affairs programs and services. In meeting this competency, students should demonstrate their experience with/ability to. . . </li></ul><ul><ul><li>Design and implement thorough assessment efforts including the identification of new key questions, resources, and target populations; </li></ul></ul><ul><ul><li>Create instruments and/or protocols for assessing important questions; and </li></ul></ul><ul><ul><li>Credibly convey key findings and recommendations to stakeholders and constituents. </li></ul></ul>
    • 10. Assessment and Evaluation <ul><li>Classes: </li></ul><ul><li>Assessment and Research </li></ul><ul><li>- Project: Multicultural competency of outgoing and incoming CSSA students </li></ul><ul><li>Future classes/projects : </li></ul><ul><li>May develop assessment for the CAMP summer orientation (?) </li></ul>
    • 11. Competency #5 <ul><li>Program Planning </li></ul><ul><li>Graduates should be able to demonstrate their understanding of and ability to design and execute high quality programs (i.e. seminars, workshops, trainings or other similar experiences that are meant to facilitate development and learning that are thoughtful, engaging, and learner-centered). In meeting this competency, students should demonstrate their experience with/ability to. . . </li></ul><ul><ul><li>Design original programs including the identification of resources, needs, and goals; </li></ul></ul><ul><ul><li>Market programs appropriately; </li></ul></ul><ul><ul><li>Facilitate the implementation of programs; and </li></ul></ul><ul><ul><li>Evaluate the effectiveness of programs in meeting desired goals and outcomes. </li></ul></ul>
    • 12. Program Planning <ul><li>OSU’s first alternative spring break - speared by University Honors College. Facilitated program implementation </li></ul><ul><li>Community service project planning and coordinator for: </li></ul><ul><ul><li>Martin Luther King Day of Service </li></ul></ul><ul><ul><li>Halsell Hall Day of Service </li></ul></ul><ul><ul><li>Peace Jam service projects </li></ul></ul><ul><li>General programming for the Community Service Center </li></ul><ul><li>Internship/Practicum with the CAMP summer orientation and mentor program </li></ul>
    • 13. Competency #6 <ul><li>Teaching/Presentation/Publication </li></ul><ul><li>Graduates should be able to demonstrate their ability to disseminate scholarly work through public forums. In meeting this competency, students should demonstrate their experience with/ability to. . . </li></ul><ul><ul><li>Develop and share ideas and concepts to students, staff, or faculty groups outside of the CSSA classroom; </li></ul></ul><ul><ul><li>Incorporate original and innovative techniques that are appropriate and engaging in sharing these ideas; and </li></ul></ul><ul><ul><li>Reflect on the experience and make constructive changes and improvements. </li></ul></ul>
    • 14. Teaching/Presentation/Publication <ul><li>Teaching </li></ul><ul><li>ALS 114 Career Decision Making </li></ul><ul><li>Presentation </li></ul><ul><li>Campus Compact Conference: “OSU’s first alternative spring break” </li></ul><ul><li>co-presented with two other CSSA students </li></ul><ul><li>Presented CSSA Multicultural Competency proposal to CSSA faculty and students with three other CSSA students </li></ul><ul><li>Presented CSSA Multicultural Competency to Student Affairs Leadership Team </li></ul><ul><li>Participated as Tour Guide for ELI city orientation/tour </li></ul><ul><li>Various class presentations </li></ul><ul><li>Future projects : submitted proposal to present at the NASPA multicultural competency conference. </li></ul>
    • 15. Competency #7 <ul><li>Individual, Group, and Organizational Communication </li></ul><ul><li>Graduates should be able to demonstrate effective interpersonal communication skills with students and colleagues and their ability to develop and maintain effective partnerships with individuals from the campus and local community. In meeting this competency, students should demonstrate their experience with/ability to. . . </li></ul><ul><li>Positively manage, develop, and engage in working relationships with faculty, staff, and students across functional and institutional boundaries; </li></ul><ul><li>Initiate and participate in working alliances and teams with a wide range of people across cultural boundaries; </li></ul><ul><li>Take on key leadership roles though these partnerships and collaborations; </li></ul><ul><li>Serve as advocate, counselor, and/or advisor to students or student groups; and </li></ul><ul><li>Manage and/or mediate conflict, crisis, or problematic circumstances. </li></ul>
    • 16. Individual, Group, and Organizational Communication <ul><li>Developed working relationships with individuals in the following departments/programs: </li></ul><ul><li>- University Honors College - Experiential Learning – Dixon Rec. </li></ul><ul><li>- Halsell Hall - Community and Diversity </li></ul><ul><li>- CAMP - MEO </li></ul><ul><li>- Kalmekak - Women’s Center </li></ul><ul><li>Worked with Peace Jam committees and members from various functional areas </li></ul><ul><li>Managed conflict w/student worker at the Community Service Center (CSC) </li></ul><ul><li>Serving on the Student Involvement Coordinator search committee </li></ul><ul><li>Assisted in planning OSU’s first Alternative Spring Break </li></ul><ul><li>Collaborate with Halsell Hall for the Carrie Halsell Day of Service </li></ul><ul><li>Advise CSC student workers on project organization </li></ul><ul><li>Future projects or classes : Cross cultural counseling, Peace Jam, work with student groups around service learning. </li></ul>
    • 17. Competency #8 <ul><li>The Developing Professional </li></ul><ul><li>Graduates should be able to demonstrate their ability to carefully examine and challenge their own personal and professional values, worldviews, assumptions and biases. In meeting this competency, students should demonstrate their experience with/ability to. . . </li></ul><ul><ul><li>Seek out a comprehensive and well-rounded graduate and professional experience; </li></ul></ul><ul><ul><li>Develop an understanding of the value of community involvement and participation beyond the OSU campus; </li></ul></ul><ul><ul><li>Reflect on graduate, professional, and personal development experiences toward greater self-understanding; </li></ul></ul><ul><ul><li>Examine and question their “fit” within profession by clearly articulating personal strengths and potential contributions to the field; and </li></ul></ul><ul><ul><li>Engage in thoughtful career planning and decision making exercises. </li></ul></ul>
    • 18. The Developing Professional <ul><li>Professional relationships beyond OSU Campus </li></ul><ul><li>Work with community agencies such as </li></ul><ul><li>LB Vision and Campus Compact </li></ul><ul><li>Attended Conferences/Committees beyond OSU </li></ul><ul><li>Willamette Service-Learning Roundtable to interact </li></ul><ul><li>with service learning administrator from other schools </li></ul><ul><li>Campus Compact service learning conference </li></ul><ul><li>The International Volunteer Association conference </li></ul><ul><li>In general: </li></ul><ul><li>Seek ways to improve professionally and learn from others </li></ul><ul><li>Seek advise from others in student affairs </li></ul><ul><li>Keep up-to-date with Chronicle of Education and NASPA </li></ul><ul><li>Reflection: Strengths and areas which require improvement. </li></ul>
    • 19. Competency #9 (not a current CSSA requirement) Multicultural awareness, knowledge and skills – Developed by Padma Akkaraju Wendy Alemán Annette Martel Cathlene McGraw for CSSA consideration as a competency for future cohorts
    • 20. #9. Multicultural awareness, knowledge and skills <ul><li>Graduates of the CSSA Program should be able to demonstrate multicultural awareness, knowledge and skills. In meeting this competency, students should demonstrate their…. </li></ul><ul><li>a. Awareness of their own cultural heritage and how it affects their worldviews, values, and assumptions. </li></ul><ul><li>b. Knowledge of systems of privilege and oppression as well as knowledge of groups and individuals who are different from self. </li></ul><ul><li>c. Skills to challenge and support individuals in a manner that maximizes multiculturally sensitive and develop appropriate interventions, rooted in multicultural awareness and knowledge, that influence the organizational performance. </li></ul><ul><li>d. Ability to identify areas of personal growth and develop a lifelong commitment to improving one’s own multicultural competence. </li></ul>
    • 21. Multicultural awareness, knowledge and skills <ul><li>Research of Latino Identity Develop (self, family, and others). </li></ul><ul><li>Reflection of life experiences growing up in a Latino/Ecuadorian Family (individual story). </li></ul><ul><li>ELI conversant volunteer </li></ul><ul><li>Kaleidoscope – Co-facilitated panel “college 101” </li></ul><ul><li>SMILE program – Facilitated panel “college 101” </li></ul><ul><li>Multicultural competency assessment of incoming and outgoing students </li></ul><ul><li>Research/reading on multicultural competency including power, privilege and difference, multicultural competency in student affairs, etc. </li></ul><ul><li>With three other students, presented research and recommendations for developing/nurturing multicultural competency for CSSA students. Provided suggestion and recommendations for competencies number 1-8 and created competency number nine. </li></ul>
    • 22. Multicultural awareness, knowledge and skills cont. <ul><li>Classes completed : Intellectual Issues of Mexican American Issues, reading and conference: International education. </li></ul><ul><li>Trainings and workshops attended: </li></ul><ul><li>Team Liberation training </li></ul><ul><li>Safe Space Training </li></ul><ul><li>Deconstructing Gender: workshop covered gender identity and expression </li></ul><ul><li>Polyamory: Loving Without Limits </li></ul><ul><li>Latinos in Higher Education and Oregon (RED Group Student Affairs presentation) </li></ul><ul><li>Current practicum: College Assistant Migrant Program </li></ul><ul><li>Future classes/projects: </li></ul><ul><li>Classes -Multicultural issues in student affairs feminist philosophies, ethics of diversity, social and cultural perspectives, cross cultural counseling, multicultural issues in student affairs, reading and conference: disability services. </li></ul><ul><li>Projects - continued of support for #9, continued support for OSU faculty training curriculum </li></ul>
    • 23. Questions? <ul><li>Thank you for participating on my portfolio committee!  </li></ul>

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