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The Sweet spot

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You will have a chance to engage in activities that help students connect their academic studies and Bonner service experiences through hands-on projects. Additionally, we will talk on a broader level about strategies that are effective for students to get their Bonner Programs more connected with faculty, coursework, and academic experience in general.

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The Sweet spot

  1. 1. The Sweet Spot Supporting Your Program to Integrate Capstones Ariane Hoy, Kai Mangino, & Alexander Nichols Bonner Congress 2018
  2. 2. Workshop Goals Engage you as student leaders in helping to integrate capstones for Bonners on your campus Give you a preview and hands-on experience with the 8-Part Capstone Series Provide discussion and support for how students can connect their Bonner service with academics and college more broadly 1 2 3
  3. 3. IMAGINE! TRY IT! Today’s Agenda 1 INTRODUCTION 2 YOUR PROGRAM3 STAKEHOLDER DISCUSSION4
  4. 4. 1 INTRODUCTIONS
  5. 5. A project that connects your identity, service, and learning A project created with the community A signature experience Bonner Capstone:
  6. 6. Capstone Examples Capstones take many forms: • Research Project • Volunteer Handbook or Analysis • Curriculum or Training • New or Changed Program • Grant Proposal or Fundraising • Theater Production or Journalism Series • Social Action Campaign • Policy Analysis or Recommendation and more…
  7. 7. Siena College Bonner Service Leader Senior Capstone By: Brittany Drollette Faculty Advisor: Jesse Moya, PhD Culturally-relevant Education and Medical Services for Indigenous Bolivian Women and Youth Abstract: The country of Bolivia is struggling to provide indigenous and low-income women with the care they need, for both adolescents just learning about topics such as menstruating, and seasoned mothers preparing to birth their 5th child in less than 10 years. While much of the Bolivian population receives westernized care or at least understands it, there is still a large portion of those who do not: indigenous peoples, the majority of whom reside in rural areas. This paper examines the state of sexual health education as a whole in Latin America and Bolivia, and discusses how a misunderstanding of indigenous culture, particularly Aymara and Quechua, is negatively contributing to this state in a substantial way. Additionally, this paper explores how westernized educational practices and medical practices can address the health needs of indigenous communities while also remaining culturally sensitive to their beliefs. Problem One: An Education Disparity • 32% of citizens are without formal education. • 77% of the illiterate population are women, leaving them vulnerable to situations of control. Problem Two: Ethnocentrism • 60% of the population is indigenous, primarily within the Aymara and Quechua traditions. • Indigenous peoples often live in extreme poverty, and have virtually no access to adequate health care facilities and resources. • They are often confronted with intense Ethnocentrism. Solution One: Access to Sexual Education • There are two approaches to Sexual Education: • The Life-Skills based method, which targets changing sexual behaviors of youth. • The Biological based method which targets building biological knowledge of youth. • Characteristics of an informed adolescent: • a knowledge of biological processes of the reproductive system • a knowledge of proper family planning methods • a respect and understanding of their own body, as well as other’s. Solution Two: Culturally Relevant Medical Services and Sexual Education • Community Based Medical Services: creating lines of communication and trust between traditional indigenous peoples and western medical doctors. • Culturally Relevant Sexually Education: connects the discontinuity between home culture and school culture, by inserting education into culture as opposed to inserting culture into education. • Keys to success: the use of home language, drawing on issues and ideas the students find meaningful, and allowing students to be comfortable in their own culture (“be themselves.”)
  8. 8. Siena College Bonner Service Leader Senior Capstone By: Jordan Thompson Faculty Advisors: Duane Matcha & Rong Fu Attitudes toward Drug Policy among College Students Beginning in 2001, there has been a shift toward the decriminalization of illicit drugs. With the current political climate, in the United States it is unlikely for something like this to pass unless there are people willing to increase knowledge on this issue. The main purpose of the study was to investigate students’ opinions on the decriminalization of illicit drugs such as marijuana, cocaine, heroin, ecstasy, and amphetamines through an open ended survey. Special attention is given to students' attitudes towards the drug decriminalization policy in Portugal and its potential appearance in the United States. The researcher was also interested in if students’ demographic characteristics (e.g., gender, race/ethnicity) and family socioeconomic status (e.g., parent’s highest level of education, household income) have had an impact on their views of the decriminalization of illicit drugs. The execution of this research allowed the researcher to begin educating individuals on the current decriminalization policies that are being implemented in other countries and the health benefits of these policies. Drug decriminalization has the potential to benefit low- socioeconomic drug users and allow them to get treatment compared to their high-socioeconomic counterparts who will be responsible for their actions. Additionally, the decriminalization of drugs will benefit those from minority racial and ethnic groups since they are more likely to be put in jail compared to their white counterparts. Abstract Conflict Theory Conflict theory helps explain the reason that the decriminalization of drug use will focus and aim to help the poor more than rich. Conflict theory begins with the basis that individuals are born into a society to a particular social class. These social classes help define how the individual will be treated in life. “Conflict theory holds that there are higher numbers of chronic drug abusers found in lower social classes, disorganized neighborhoods, low-income families, and relatively politically powerless places” (Lo, 2001). The lower the social class, the more likely the individual will experience challenges. The Poverty Cycle helps explain the entrapment that individuals face when born into a low socioeconomic status. When born into a low class, the individual will have less resources available to them including less successful schools, less job opportunities, and the likeliness of falling into the same routines as their parents (Social Learning Theory). Overcrowding Prisons Since 1982 and Ronald Reagan's declaration of a “War on Drugs”, the United States has taken a highly punitive approach toward illicit drug consumption, distribution, and production. “During the past three decades, the number of arrests for drug law violations has nearly tripled and government spending on the drug war have increased considerably ( Woods, 2011; 1).” Since the 1980s, the United States incarceration rate has nearly quadrupled. The United States is now the world leader in the highest incarceration rate and the greatest number of people incarcerated. Due to the lack of success of the war on drugs and a failure to reduce the problems with illicit drugs, researchers and policymakers are expressing the need to explore different strategies in order to combat illicit drugs. What the United States can Learn from Portugal 1. Drug decriminalization is no longer just an abstraction, it is a reality. 2. Social and cultural attitudes towards drug influence the success of newly enacted drug policy reforms. 3. A large amount of preparation and investment are required for a new decriminalized regime to function. 4. There are potential benefits to treating the use of all illicit drugs as a matter of public health, not criminal justice. 5. There are advantages to treating drugs as an administrative offense exclusively. What’s the Difference? Criminalization vs. Decriminalization vs. Legalization Criminalization ● The country would proceed with the action as a criminal offense and have criminal sanctions based on the crime. ● “From this perspective, criminalization proponents argue that criminal laws against drug use are necessary to communicate the message that drug use is dangerous and immoral” (Woods, 2011; 2). Legalization ● Individuals are allowed to use drugs regardless of the means to do so. ● From a consequentialist perspective, “legalization proponents argue that the advantages of prohibition do not outweigh the negative consequences of prohibition and/ or the benefits of legalization” (Woods, 2011; 3). ● From a rights-based perspective, “legalization advocates argue that individuals have a moral right to use drugs , which is rooted in personal autonomy to make private decisions over one’s body” (Woods, 2011; 3). ● Individuals who believe in legalization put more focus on the individual and their rights rather than the impacts that they have on society. Decriminalization ● Some drug policy experts perceive decriminalization as a sensible middle ground between criminalization and legalization (Woods, 2011). ● Under de jure decriminalization, “criminal legislation is amended to eliminate all criminal offenses for drug use” (Woods, 2011; 3). ● Under de facto decriminalization, “drug use is still formally prohibited under the criminal law, although law enforcement and courts do not enforce these laws” (Woods, 2011). ● Decriminalization allows the individual who is caught using drugs to be subjected to non-criminal sanctions and shift the idea of drug usage from a crime to a public health issue (Woods, 2011).
  9. 9. Preparing Student Teachers for Teaching Experiences in High Needs Schools 3. Culturally Responsive Teaching Shevalier (2012) describes culturally responsive teaching as a way to “respond to students in ways that build and sustain meaningful, positive relationships.” In a study completed by Foote (2004), student teachers identified having exposure to cultural diversity in their classrooms as a beneficial experience for their development as teachers. Also, culturally responsive teaching is a result of integrating different types of learning into the curriculum in order to develop and foster students’ understanding of others in the classroom (Gay 2002). 1. Developing a Teaching Vision Fairbanks et al. (2010) defines vision as a “teacher’s personal commitment to seek outcomes beyond the usual curricular requirements.” When teachers strive to extend the outcomes of their teaching passed student understanding of required content material, they motivate their students to become “something special” (Fairbanks et al. 2010). Additionally, visions can also help teachers foster the relationships that they envision themselves developing with their students and help teachers become more thoughtfully adaptive while teaching (Amatea 2012, Fairbanks et. al 2010). 2. Connection with Student Communities Teachers who are inexperienced working with students in high-needs, urban schools often develop deficit views of these students. (Amatea 2012). Long et al. (2014) concluded that when student teachers interacted with students on a regular basis, the stereotypes they held about a particular group of people were shattered. Teachers’ dedication to maintaining constant communication with their students’ parents/guardians results in deeper relationships with students’ families (Barnes 2006). Furthermore, Amatea (2012) indicated that constantly communicating with students’ families increased the value that student teachers saw in integrating the knowledge of diverse families into their instruction. Three Main Components of Student Teacher Preparation Siena College Bonner Service Leader Senior Capstone By: Jessica Guthrie Advisor: Dr. Ruth Kassel, Ph.D. Abstract Teachers working in high-poverty, urban schools are 50% more likely to leave than teachers working in low-poverty schools for reasons that include lack of support from school administrators, student behavior problems, and not being prepared for the demands of teaching in these schools (Freedman 2009). This research is designed to address one contributor to this problem: a lack of preparation in teacher training programs. The activities and discussions outlined within this resource are based on experiences and situations that student teachers may face throughout their teaching careers within these schools. A resource for student teachers is developed focusing on three areas: 1) development of a teaching vision, 2) connection with students’ communities, and 3) use of students’ culture as a foundation for curriculum. This resource will encourage faculty to work with student teachers to develop the skills and mindset needed in order to effectively teach in these schools. Connection to DORS Working with students in high-needs schools will expose student teachers to the DORS values that Siena upholds through: • Working with students from diverse backgrounds and learning how to incorporate their culture into the curriculum • Developing a positive attitude for their teaching experience and hoping to improve their practice in the future • Fostering a respectful and safe classroom community • Serving under-privileged students within the capital region Trainer Guide Format The self-guided trainer guides are designed to be implemented into the EDUC-261 Foundations of Language and Literacy curriculum to focus discussion about observations in classrooms around the three main components of student teacher preparation for high-needs, urban schools. One trainer guide is designed for each component and each trainer guide includes: 1. Suggested Readings 2. Discussion Questions 3. Suggested Activities The purpose of each trainer guide is to deepen prospective student teachers’ understanding of the skills and mindset required to effectively teach in these schools early within their growth toward student teaching.
  10. 10. “Signature Work”: A culminating educational activity in which students integrate and apply their learning to a significant project with meaning to the student and society
  11. 11. Mirum est notare quam littera gothica, quam nunc putamus parum claram,
  12. 12. 2 IMAGINE! TRY IT!
  13. 13. Identity vocation background sense of personal identity Bonner Capstone “Sweet Spot” Education academic major issue area interests interdisciplinary interest Service and Civic Involvement primary service site service leadership capacity building
  14. 14. Circle three academic priorities (prospective major, issue research, policies, etc.) Circle three community service priorities (sites, issue area, site needs, etc.) Circle three identity or vocational priorities (experiences, career prospects, etc.)
  15. 15. Palette Priorities
  16. 16. What career can you see yourself pursuing? What is a significant factor in understanding or embracing your identity? What academic topic or discipline makes you excited to learn? What service or organization makes you feel like you are making an impact? What is a need that you observe during your time at a particular site? Identity Education Community Capstone Framework What Might Be Your Primary Colors?
  17. 17. 3 YOUR PROGRAM
  18. 18. 4 3 2 1 Explore Experience Example Expertise Bonner Developmental Model Find issues and causes Explore service sites Assume leadership role Take on more responsibilities Serve as site leader Engage in capacity building Integrate academic and experiential learning
  19. 19. 4 3 2 1 Explore Experience Example Expertise Explore passions and interests Build relationships with partners and faculty Develop capacity building skills and ideas Determine potential capstone projects Narrow down capstone idea Secure resources & advisors Complete capstone Focus on post- graduate plans Bonner Capstone Supports
  20. 20. 4 3 2 1 Explore Experience Example Expertise “Explore Your Palette” - introduction to concept “Your True Colors” - playing around with integrations and potential ideas “Capacity Building & Its Link to Capstones” - explore projects “Your Capstone Development Plan” - narrow down an option “Capstone Nuts & Bolts” - advisors, $ “Capstone Proposal and Work Plan” “Reflecting on…” “Leaving a Legacy” 8-Part Series
  21. 21. Davidson College
  22. 22. The College of New Jersey
  23. 23. Key Strategies These are recommended take aways for you as student leaders 1 2 3 USE FIRST 2 SESSIONS PILOT WITH WILLING UPPER CLASS BE COLLEAGUES TO FACULTY & STAFF
  24. 24. 4 STAKEHOLDER DISCUSSION
  25. 25. 4 Corners Activity In each round, choose the description that best describes your campus context. 1 2 3 4
  26. 26. You’re working within a s i t e d e l i v e r i n g t h e programs DIRECT SERVICE What kind of work are you currently doing? 1 2 3 4 SERVICE LEADERSHIP CAPACITY BUILDING CAPSTONE You’re part of a site or issue team or leading a site Yo u t h i n k t h a t y o u r position does involve some capacity building You would say you’re doing a capstone (even if you don’t call it that)
  27. 27. Your center director r e p o r t s t o D e a n o f S t u d e n t s o r V i c e President of Student Affairs. STUDENT AFFAIRS Where is your Bonner Program Housed? 1 2 3 4 ACADEMIC AFFAIRS PRESIDENT OTHER Your center director reports to Provost or Vice President of Academic Affairs. Your center director reports to President or Chief of Staff. Your center director reports to a Chaplain, individual faculty member, or you don’t know.
  28. 28. Community partners (i.e., size, needs) seem like the biggest challenge for capstones at our school. PARTNERS & PROJECTS What are the Bonner Program’s Challenges? 1 2 3 4 FACULTY & CREDIT STAFF STUDENTS Getting support from faculty seem like the biggest challenge for capstones at our school. Issues with staff (i.e., busy, new, etc.) seem like the biggest challenge for capstones at our school. Issues with students (i.e., morale, time, etc.) seem like the biggest challenge for capstones at our school.

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