Quality Programming
Graduates should be able to design and implement high quality and multi-faceted student programs which enhance student learning and personal development. Specifically, students should be able to demonstrate:
a. the skills necessary in conducting accurate needs assessment,
b. an understanding of the dynamics involved in student learning in the co-curriculum,
c. the ability to write program mission statements and to articulate desired student learning outcomes,
d. the ability to design and implement creative and effective student programs.
Graduates should be able to design and implement high quality and multi-faceted student programs which enhance student learning and personal development. Specifically, students should be able to demonstrate:
a. the skills necessary in conducting accurate needs assessment,
b. an understanding of the dynamics involved in student learning in the co-curriculum,
c. the ability to write program mission statements and to articulate desired student learning outcomes,
d. the ability to design and implement creative and effective student programs.
Evening with Industry
CCSD 592: Program Evaluation gave me the opportunity to evaluate through a quantitative study a yearly event provided by career services, Evening with Industry. This event is programmed for students to help them build the skills necessary to network and present themselves in a professional manner with employers, while sharing a meal. The evening is designed to begin with speed networking followed by a formal three course meal. At the beginning of each course student rotate to a different table assigned to them according to their predetermined preferences. There is one employer per table and both parties engage in professional networking through out the meal. Through this event, I was able to see the importance of programming for student learning opportunities. It has become common for employers and potential employees to share a meal and student must be ready in knowing how to conduct themselves in a professional manner (McPherson, 1998).
CCSD 592: Program Evaluation gave me the opportunity to evaluate through a quantitative study a yearly event provided by career services, Evening with Industry. This event is programmed for students to help them build the skills necessary to network and present themselves in a professional manner with employers, while sharing a meal. The evening is designed to begin with speed networking followed by a formal three course meal. At the beginning of each course student rotate to a different table assigned to them according to their predetermined preferences. There is one employer per table and both parties engage in professional networking through out the meal. Through this event, I was able to see the importance of programming for student learning opportunities. It has become common for employers and potential employees to share a meal and student must be ready in knowing how to conduct themselves in a professional manner (McPherson, 1998).
Forks Over Knives
Forks Over Knives, is an event I attended at California State Polytechnic University, Pomona to evaluate a co-curricular activity as one of the assignments of CCSD 571: Student Learning in the Co-Curricular. This event was organized by Burst Out of the Bubble and The Green Team, two special interest groups on campus. The even was planned for Earth week because the documentary addressed some of the issues America’s face today such as obesity, poor nutrition, and health concerns, because of processed food consumption. The film was very informative but I think the real learning took place after the film during the discussion. It was really interesting to hear the student’s reactions and dialogue amongst each other. Unfortunately, the event did not have a faculty member present to facilitate the discussion. From this experience, I learned the importance of collaboration amongst faculty and student groups because it is a way to bring learning outside the classroom (Hirsch & Burack, 2001). As the Learning Reconsidered mentions, “student club and organizations provides learning opportunities for its participants to develop and practice such skills as leadership, time management, collaboration and goal setting. (2004, p. 11). During the dialogue the students demonstrated collaborative learning, which was very interesting to witness.
Forks Over Knives, is an event I attended at California State Polytechnic University, Pomona to evaluate a co-curricular activity as one of the assignments of CCSD 571: Student Learning in the Co-Curricular. This event was organized by Burst Out of the Bubble and The Green Team, two special interest groups on campus. The even was planned for Earth week because the documentary addressed some of the issues America’s face today such as obesity, poor nutrition, and health concerns, because of processed food consumption. The film was very informative but I think the real learning took place after the film during the discussion. It was really interesting to hear the student’s reactions and dialogue amongst each other. Unfortunately, the event did not have a faculty member present to facilitate the discussion. From this experience, I learned the importance of collaboration amongst faculty and student groups because it is a way to bring learning outside the classroom (Hirsch & Burack, 2001). As the Learning Reconsidered mentions, “student club and organizations provides learning opportunities for its participants to develop and practice such skills as leadership, time management, collaboration and goal setting. (2004, p. 11). During the dialogue the students demonstrated collaborative learning, which was very interesting to witness.
Designing Student Programming
I was given the opportunity to program my own co-curricular activities as part of CCSD 571: Student Learning in the Co-Curricular. This assignment challenging me to create programs with specific learning outcomes for specific populations and topics, such as: multiculturalism/diversity, faith/spirituality and nontraditional students. As mentioned in, Learning Reconstructed 2, “learning is a goal of higher education it is important to create learning outcomes that challenge students to emerge from their embeddedness by connecting to their cognitive, interpersonal, and intrapersonal dimensions of development (2006, p. 28). This activity was fun yet challenging, because I had not had the opportunity to program activities with specific learning outcomes for college students before. My favorite was Envision your Future, where students had the opportunity to self reflect and identify what their goals are, expand their knowledge of their likes and dislikes, and help them identify and plan a road map to accomplish their goals.
I was given the opportunity to program my own co-curricular activities as part of CCSD 571: Student Learning in the Co-Curricular. This assignment challenging me to create programs with specific learning outcomes for specific populations and topics, such as: multiculturalism/diversity, faith/spirituality and nontraditional students. As mentioned in, Learning Reconstructed 2, “learning is a goal of higher education it is important to create learning outcomes that challenge students to emerge from their embeddedness by connecting to their cognitive, interpersonal, and intrapersonal dimensions of development (2006, p. 28). This activity was fun yet challenging, because I had not had the opportunity to program activities with specific learning outcomes for college students before. My favorite was Envision your Future, where students had the opportunity to self reflect and identify what their goals are, expand their knowledge of their likes and dislikes, and help them identify and plan a road map to accomplish their goals.