Fall 2011

Fall Retreat

Description: 

The members of Cohort 4b attended a retreat in Big Bear, CA. The retreat allows the members of cohort 4b to get to get to know each other, learn how to work effectively and together as a group, get to know staff members, and learn more about ourselves as leaders.

Term: Fall 2011

Learning Domains: Personal Development

Learning Outcomes

SWiBAT: identify five people and their top three strengths.

SWiBAT: memorize all the members’ names in my cohort.

Assessment Rubric

SLOs	Advanced	Competent	Basic	Need Improvement
SLO #1 Student will be able to identify five people and their top three strengths	Student was able to identify five people, their top three strengths, and one way how each student utilizes one of their strengths	Student was able to identify five people and their top three strengths	Student was able to identify five people, but no their strengths	Student was not able to identify five people and their top three strengths
SLO #2 Student will be able to memorize 15 names from the cohort	Student was able to memorize 20 or more names from the cohort	Student was able to memorize 15 names from the cohort	Student memorized 10 names from the cohort	Student was able to memorize 5 names from the cohort

Evidence

In deep thought writing about the roles that we have.

Group Picture

Reflection

The 2-day retreat was a great experience.  I got a chance to meet the professors and classmates from Cohort 4b (Monday’s group).  Based upon the assessment, I would be Competent.  We had to do an activity based upon the Strengths Finder test.  Each of us had to say our name, discuss our five strengths and their weaknesses.  As everyone talked about their strengths, the different conversations gave us a chance to know each better.  When we left the retreat, I was able to recall five people and their strengths.  It was easier to memorize people who had the same or similar strengths.

 It is important to know the names of the people you will be with for the next two years; one of my goals was to try to memorize everyone’s name.  Leaving Big Bear, I could honestly say I memorized at least 15 names within those two days.  There was about 24 students total, so it wasn't easy.  When we would play games or do class activities, I would make an effort to say someone’s name or quietly go around in a circle and see if I remember everyone’s names.  The names I did remember were people I worked with in groups, on the food committee, or stayed in the same cabin. 

After this retreat, I would need to continue to know the members of my cohort by talking to them more and putting a name to their face.

Challenge

Description:  EDAD 521 is about the history of Higher Education. We not only learned about different eras, key events, policies, etc, but we analyzed how history impacted Higher Education and based on history how did we get to where we are now and what the future of education will look like.

Semester: Fall 2011

Learning Domains: Education, Social Justice & Advocacy, Assessment & Evaluation

Learning Outcomes:

SWiBAT: Discuss the history of higher education and show how history impacts higher education today

Assessment Rubric

	Advanced	Competent	Basic	Need Improvement
SLO #1 Discussed history of higher education and showed how history impacts higher education today	Discussed history of higher education and showed how history impacts higher education today AND the in the future	Discussed history of higher education and showed how history impacts higher education today	Discussed the history of higher education	Did not discuss the history of higher education

Evidence:
Click here

Click Here

Reflection:

For my midterm in Dr. Beckham’s class, I received 59/100. I will not forget that day. I remember turning the through the pages and seeing all of the markings of incorrect and incomplete answers and I finally get to the last page to view my grade and I failed. I looked around the class and saw other students crying, frustrated, and upset over their grade. I got up out of my seat and walked out with tears in my eyes. I just couldn't believed I failed I test that I could honestly say I studied for.

As I went back to class and talked with other student who did well, I was able to see where I went wrong. I also went to walk with the professor to see what I need to do to improve. Since the class focal point is History of Higher Education, I know I needed a better understanding of the history, but not only memorize dates and events; but have to synthesize and make connections.

As I studied for my final exam, I made sure I could not only answer the questions from the study guide, but also make connections. Based upon my learning objective, I would say I was competent. I discussed the history of education and showed how it impacted education today, but I still need to work on taking it the next step and discussing what the future would look like. My final grade on my final was 107/100 (extra credit). The difference was not just stating random dates and events, but connecting history to my responses. When I compared my midterm to my final, I could see a difference and could tell why I did not do well in my midterm.

Failing my midterm, made me reflect and take a step back to see what I need to differently. It has been six since years since I graduated from my undergrad; therefore, I need to change how I study and take my thinking to another level. 

Freshman Year Experience Presentation

Description:

This first semester in the MSHE program has made me aware of the different functional area that student affairs consist and how I could get involved. One of our assignments in our class was to choose a functional area of your choice and with partner do research, create a handout, and do a 30 minute presentation. Our presentation had to focus on history, functional area, student development theories, current issues, funding and perception.

Semester: Fall 2011

Learning Domains: Education

Learning Outcome:

SWiBAT:  identify 2 similarities or difference between the community college and four- year public First Year Experience (FYE)

SWiBAT: identify and apply one student development theory to First Year Experience (FYE)

Assessment Rubric

	Advanced	Competent	Basic	Needs Improvement
SLO #1	Identified 2 similarities or differences between the community college, four-year public AND private institutions for FYE	Identified 2 similarities or difference between the community college and four- year public  institution for FYE	Identified 1 similarity or difference between community colleges and four-year institution for FYE	Did not identify any similarities or differences
SLO #2	Identified and applied more than one student development theory to FYE	Identified and applied one student development theory to FYE	Identified one student development theory to FYE	Did not identify and apply any student development theory to FYE

Evidence:

Click Here to view presentation

Reflection:

Since student affairs are new to me, I am not sure at this time what area I want to work in. Based upon my experience as an undergraduate at Arizona State University, I was involved in First Year Experience (FYE) as a freshman student, peer mentor and after graduation a facilitator. At the time, I did not know anything about Student Affairs, let alone you could go to school and attain a degree in Student Affairs.

As my classmate George began to do research to prepare for our presentation, I was able to gain a better understanding of the functional area First Year Experience. I met with Dr. Nancy Fernandez, director of Freshman Programs at California State University, Fullerton. Before I met with Dr. Fernandez, I was entering the meeting with what I knew from my experience at Arizona State University. At the time, I though all First Year Experience program were the same.