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  • Wendy does first 4, Marisol last 4 points
  • Marisol will do this slide
  • Marisol.
  • Wendy and Marisol?
  • Marisol and Weendy
  • Wendy- * Old model student came up with indv. Learning out comes but there were no program learning outcomes developed.
  • Marisol
  • Wendy
  • Wendy and Marisol
  • Marisol and Wendy.
  • Wendy and Marisol
  • Marisol and Wendy

sciscsi sciscsi Presentation Transcript

    • CAMP Scholar Internship Program: Creating Student Leaders through Partnerships and Co-Curricular Experiences
  • Overview
    • Introduction
    • History of program in the CAMP grant
    • Our collaborative partnership
    • Theory – connection to new model
    • Old model vs. new model
    • Details of new model
    • Success and challenges
    • Assessment of the new model
    • Implications for the profession
  • CAMP Scholar Internship (CSI) Program
    • Housing Internship created for CAMP students
    • Internship provides students with reduced housing cost in exchange for 10 hours of work per week
  • HISTORY
    • Original OSU grant established in 1982.
    • OSU refunded in 2004. The internship program was written into our grant in partnership with University Housing and Dining Services (UHDS)
    • OSU CAMP grant currently in Y5
    • Interns in the last 5 years: 32
    • Intern Mentors in the last 5 years: 3
    • Model was redesigned for year 5
  • Theory
    • Marginality and Mattering (Schlossberg, 1989)
    • Marginal: A feeling of not belonging or that we do not matter
    • Dimensions of Mattering:
    • Importance
    • Ego-Extension (Our accomplishments or failures will impact others feelings)
    • Dependence (feeling needed)
    • Appreciation
  • Theory Continued ..
    • Involvement theory (Astin, 1984)
    • Involvement is the amount of physical and psychological energy that the student devotes to an academic experience.
    • Involvement refers to behavior.
    • What they do versus what they think or feel. Involvement is in both time and seriousness/attention given to an activity. The more a student puts into an activity the more they will get out of it.
  • Theory Continued…
    • Challenge and Support Theory (Stanford,1966)
    • A student’s success is dependent largely on the degree of challenge and support that exists in the student’s university environment whereby too much challenge is overwhelming and too little challenge is debilitating.
    • If a student is not challenged, the student may retreat readiness of being challenged.
    • Students strive to restore equilibrium.
  • Leading Questions
    • How do we create environments or programs that help students feel that they matter?
    • How do we get students involved?
    • How do we a create a program that challenges our students in their growth but also sufficiently supports them?
  • Old Model vs. New Model
    • Multicultural Community Internship (2004-2008)
    • New model: CAMP Scholar Internship
    • (2008-2009)
  • Details of New Model
    • Compensation for the program
    • Internships – new structure
    • Curriculum – focus on tools and identity
    • Capstone project
    • Clear learning outcomes*
  • Details continued..
    • Learning Outcomes:
    • Identity development
    • Practice and experience as a professional
    • Explore leadership qualities
    • Learn to develop and identify resources
    • Academic success
  • Success and Challenges
    • MCI Mentor perspective on the old model:
    • Placed as the cultural resource “go to person” in the residence hall
    • No office hours, students worked on their own. No structured time.
    • Ratio of 10 to 1 for support from their mentor
    • Students had an opportunity to meet lots of people, learn resources, and build relationship with residence hall staff
    • Students had the opportunity to learn and research other cultures
  • Success and Challenges
    • Successes
    • Permanent home
    • Opportunities for mentorship from professionals in University Housing and Dining
    • Opportunity to gain work experience in an office setting – also builds confidence for future positions
    • Exploring identity –Understanding being a student of color at PWI
    • Tools for dealing with white privilege and racism
    • Opportunity to explore a professional career
    • Students will leave program with a portfolio
  • Success and Challenges
    • Challenges
    • Site Supervisors have many other obligations
    • Students resistance to information
    • Short-term exploration of internships
    • New program – not sure what will come up under new model
  • Value of Our Collaborative Partnership
    • Creation of support network
    • Support for programming
    • Setting up students for success
    • Removes barrier for students interested in housing
    • Supports students to move into future leadership positions (4/10 students)
  • Why set up an internship?
    • Provides students with a valuable residential experiences
    • Provides students with skills to address oppression
    • Professional skills to use in a work setting
    • Gives students a sense of belonging (Mattering) and creates a place of involvement
    • Reduce financial stress
    • Model is a strategy for retention
  • Key to Success – Creating Collaborative Relationships
    • Building relationships with colleagues across campus
    • Find opportunities for programming or serving on a committee – opportunities to ask how to work together?
    • Meeting regularly – to maintain relationships
    • Getting to know your campus and resources that can help your program or vice versa
  • Questions? Marisol and the 2008 CAMP Scholar Interns (CSIs)