Fostering Student Learning
Graduates should possess an understanding of the primary of the educational mission of higher education and the basic processes through which students are engaged in this mission. Specifically, students should be able to demonstrate:
a. partnerships with faculty to foster learning of students they serve,
b. advancement of the institution's mission and objectives through programs that promote student learning, based on theory,
c. strategies for uniting curricular and co-curricular dimensions of higher education.
Graduates should possess an understanding of the primary of the educational mission of higher education and the basic processes through which students are engaged in this mission. Specifically, students should be able to demonstrate:
a. partnerships with faculty to foster learning of students they serve,
b. advancement of the institution's mission and objectives through programs that promote student learning, based on theory,
c. strategies for uniting curricular and co-curricular dimensions of higher education.
Citrus Early Alert Workshops or Counseling Group Project
In spring, while completing my internship in the Counseling Department at Citrus Collage, I was able to facilitate Early Alert Workshops. Some of the workshops offered were Stress Management, Note Taking Skills, Study Skills, and Goal Setting to name a few. These workshops are offered to students who have been identified as needing extra assistance in their college experience or anyone who is interested in learning new techniques to improving their academic experience. These workshops give students techniques to help them identify their learning styles and strengths to maximize their learning.
In spring, while completing my internship in the Counseling Department at Citrus Collage, I was able to facilitate Early Alert Workshops. Some of the workshops offered were Stress Management, Note Taking Skills, Study Skills, and Goal Setting to name a few. These workshops are offered to students who have been identified as needing extra assistance in their college experience or anyone who is interested in learning new techniques to improving their academic experience. These workshops give students techniques to help them identify their learning styles and strengths to maximize their learning.
SafeZone Workshop
During CCSD: The Role of Diversity in Student Affairs Practice, my group gave a presentation on SafeZone and Student Affairs Professionals Creating Safe Spaces. This presentation covered the history of SafeZone training, staggering statistics of LGBT students feeling alone or experiencing abuse, because ignorance and lack of safe spaces. The activities provided helped develop multicultural awareness and a common language to utilize when working with LGBT students. The presentation ended with tools on how to be an effective ally and resources to utilize. Students also received a pamphlet with more resources to use when working with the LGBT community. As new student affairs professionals we will be faced with many challenges, and one of the biggest will be how to create “safe zone” for those individuals who are unique and feel the current institution is not supporting them. We are called to “create and sustain safe and supportive campuses where LGBTQ students can be engaged and achieve academic success” (Schueler, Hoffman, & Peterson, 2009, p.76).
During CCSD: The Role of Diversity in Student Affairs Practice, my group gave a presentation on SafeZone and Student Affairs Professionals Creating Safe Spaces. This presentation covered the history of SafeZone training, staggering statistics of LGBT students feeling alone or experiencing abuse, because ignorance and lack of safe spaces. The activities provided helped develop multicultural awareness and a common language to utilize when working with LGBT students. The presentation ended with tools on how to be an effective ally and resources to utilize. Students also received a pamphlet with more resources to use when working with the LGBT community. As new student affairs professionals we will be faced with many challenges, and one of the biggest will be how to create “safe zone” for those individuals who are unique and feel the current institution is not supporting them. We are called to “create and sustain safe and supportive campuses where LGBTQ students can be engaged and achieve academic success” (Schueler, Hoffman, & Peterson, 2009, p.76).
Feminist Theory Presentation
During CCSD 563: Counseling: The Helping Relationship gave me the opportunity to present on the Feminist Theory along with The Cultural/Racial Identity Development. Facilitating the group assignment provided the space to foster student learning, teach on very important theories, and developmental stages, which students will utilize when counseling in their student affairs careers. The presentation also provided concrete counseling and intervention ideas, which will be useful when in the field. It is critical for student affairs professionals to seek the education necessary to be prepared to assist student in all aspects of their developmental facets (Reynolds, 2009).
During CCSD 563: Counseling: The Helping Relationship gave me the opportunity to present on the Feminist Theory along with The Cultural/Racial Identity Development. Facilitating the group assignment provided the space to foster student learning, teach on very important theories, and developmental stages, which students will utilize when counseling in their student affairs careers. The presentation also provided concrete counseling and intervention ideas, which will be useful when in the field. It is critical for student affairs professionals to seek the education necessary to be prepared to assist student in all aspects of their developmental facets (Reynolds, 2009).