Wendy AlemánAssignment: Career Plan (Nov. 2004)Position Title: Community Service Center DirectorDepartment: Office of Community Service LearningType of Institution: 4-year, Oregon, publicEducation required: Master’s degree in student affairsGeneral description of the position: The director develops workshops and programs,assessments and evaluations, publications and forms, and manages a database designed totrack student volunteers, community and campus opportunities, and student hours worked.The director also works closely with community agencies and various departments oncampus to create a collaborative community service-learning program. In addition, thedirector advises the student staff of the Office of Community Service Learning and serveson committees as requested. The director coordinates outreach and works collaborativelywith local agencies, students, and the campus community, providesmentoring/leadership/advising student organizations whose purpose is to provide serviceto others, places students in volunteer positions in various community agencies, promotesservice opportunities to students and student organizations, collaborates with campuspartners, particularly Academic Affairs and University Housing and Dining Services,serves on the Community Service and Service Learning Advisory Board, connects withcommunity agencies to promote the community service program and assess volunteeropportunities; including regular on site visits, manages department’s budget, works withother service learning initiatives on campus, works collaboratively with faculty involvedin community service and service-learning projects; hires, supervises, trains, motivates,and evaluates student employees; conducts assessment and research related to communityservice on campus, serves on committees as assigned and carries out other duties andresponsibilities as assigned.
Wendy AlemánAssignment: Career Plan (Nov. 2004)Skills AssessmentCurrent skills: 1. Program and event planning: college experience included organizing/planning- teach-in on NAFTA, Earth Day, the Can’t Use Paper or Plastic waste reduction “CUPPS” program; experience planning events in AmeriCorps; Program administration (creation and operation of the Klickitat County Volunteer Hub), CUPPS program; Annual Oregon CIS Staff retreat organizer (co-organized two years). 2. Supervision: supervised 2-3 students over the course of 3 years for various research projects, also supervised work of other staff members on educational research projects, currently provide supervision for 3 student employees. 3. Volunteer management: experience with volunteer management and volunteer recruitment. Knowledge of theories in volunteer motivation and retention. 4. Community service project planning: experience planning volunteer projects. 5. Database management: experience managing Access database with over 5,000 records of financial aid data, Oregon college and university information (admissions information, general institutional data, and program offerings), and college transfer information. 6. Community building: experience working with non-profit community agencies serving the area of Klickitat County Washington. Experience creating public service announcements and using the public media for outreach and educational purposes. 7. Project management: experience managing long term projects and developing timelines for project completion (priority setting process –organized annual staff priority setting retreat twice). 8. Knowledge of community service learning: basic knowledge of service learning and ways to transform community service to service learning. 9. Knowledge of diversity issues: understanding of cultural issues pertaining to Latinos and students of color. Familiar with statistics and trends in Latino student enrollment and retention in higher education. Experience with individuals from diverse backgrounds in professional and personal environments. 10. Presentation and publication: experience creating a newsletter and brochure for the Klickitat County Volunteer Hub. Experience presenting workshops (volunteer management and Students in Service), professional briefs, and classroom presentation using PowerPoint and other media. 11. Experience managing budget: currently developing skills in this area. (Also managed a small student budget in college for the URI Students for Social Change group). 12. Knowledge of student development theory: CSSA graduate class in student development theory. 13. Knowledge of higher education history: CSSA graduate class. 14. Knowledge of programs and functions in student affairs: CSSA graduate class.
Wendy AlemánAssignment: Career Plan (Nov. 2004)Goals to pursue to prepare me for this position: 1. Develop skills in assessment and evaluation. – I hope to develop this skill through course work in CSSA. 2. Develop greater depth of serve learning and ways it relates to issues of diversity and social justice. – I plan to learn more in service learning through reading and conference with Deb Burke. Also, I hope to find more time to read outside of class work. 3. Develop greater understanding of other subculture groups, especially as it relates to other ethnic minorities, LBGT and students with disabilities. – It is my personal goal to learn more about other subculture groups on campus. I feel there is so much to learn regarding the struggles, challenges, and perspectives of other student populations on campus. 4. Develop greater skill in managing budgets and developing accurate projections. – I’m current working on the OSU Community Service Center budget. I believe this experience will help with future positions in student affairs.Personal Philosophy Statement Everyone has the potential to make a difference in this world; my philosophy isthat are many ways to tap into the potential of human kind and encourage others to makea difference. As a future professional in student affairs, I feel that it is my duty toencourage students to get involved with their communities, to nurture the ones that arealready doing so, and to recognize students for the service they provide the community.Community service opportunities provide students the avenue to make a difference intheir communities. Moreover, through service learning we have an opportunity to teachstudents about the social issues that impact our society. As a member of the Latino community, I recognize cultural differences incommunity service and the cultural misinterpretations rooted in the words “volunteerservice.” For example, in Spanish, there isn’t a word that accurately reflects the conceptof volunteering. Moreover, I’ve become cognizant that many students of color see theirwork in their community as “giving back” to their community. Recognizing that manystudents of color who are active in their communities may not acknowledge their
Wendy AlemánAssignment: Career Plan (Nov. 2004)involvement as volunteer service per se, I feel that is important to recognize thesestudents for the work they do. I believe that the role of the Office of Community ServiceLearning should be to recognize all students for their service to the community; thisincludes underrepresented students whose involvement in the community is commonlyoverlooked. Overall, I believe when given the opportunity, people will choose to becomeactively engaged in their community. When students feel that their time is valued, thatthey matter, and that their efforts are making a difference, I believe students will continueto give back to the community. My goal is to provide students with the tools they need tobe actively engaged in their society and recognize them for their efforts.