Spring 2012

EDAD 510

Description:   

 I have had experience conducting assessments within the classroom, but I would like to gain more exposure and experience in research and how to do research effectively. I would like to learn more about quantitative and qualitative studies, how to effectively choose the “right" questions, and how I could use research at my job.

Term: Spring 2012

Learning Domains: Assessment & Evaluation

Learning Outcomes:

SWiBAT define research, evaluation, and assessment.

SWiBAT will be able to design an assessment test.

Assessment Rubric

SLOs	Advanced	Proficient	Basic	Needs Improvement
SLO #1 Student will be able to define research, evaluation, and assessment	Student was able to define all three terms and give an example of each term	Student was able to define all three terms	Student was able to define two out of the three terms	Student was not able to define research, evaluation, and assessment
SLO #2 Student will be able to design an assessment test	Student designed and implemented an assessment test	Student designed  an assessment test	Student created an outline for the assessment test	Student did not design an assessment test

Evidence (exported from my online entry from EDAD 510):

1)      How will you be investigating your research questions or hypotheses?  Briefly describe the methods you will be using to investigate your topic.  Include your population of interest, if applicable, sampling strategy, a BRIEF example of any instruments you will be using (including surveys and interview protocols), and your strategy for data analysis.

I will evaluate my research question though qualitative and quantitative research. My research topic is evaluating the UNI 100 course of freshman programs. For qualitative research, I would do a survey, Likert scale. For qualitative research  I would conduct an interview with two different focus groups (one in freshman programs and another not in the program) and ask questions in order to find for meaning and understanding of the effects of the program.

Example of questions for survey:

Scale: 1 (Strongly disagree)………5 (Strongly Agree)

1. I know how to manage my time.
2. I feel connected to my campus.
3. The concerns I had before entering college no longer concern me.
4. I use my learning style in the classroom
5. My note taking strategies improved since high school.
6. I have established meaningful relationships in this course.
7. This course helped me get involved on campus.
8. When making decisions, I know how to consider ethical factors.
9. I feel confident in starting my sophomore year.
10. This course helped ease my fears of freshman year.
11. I would use what I learned in the course in my classes.
12. The instructors taught meaningful lessons.
13. This course met my expectations.
14. I learned something valuable from this course that will stay with me.

This is a sample mix of survey questions that I would use.

I will distribute the survey at the beginning of the semester. 

I will choose a random sample of students enrolled in the UNI 100 course and distribute the first survey at the beginning of the fall semester. In order to effectively analyze the data, I would distribute the same survey to the same students at the end of their freshman year to determine if there was a difference from when they first started. At the end of their freshman year, I would also meet with a smaller sample of the same random students who did the survey and meet with them. They will be apart of one focus group (UNI 100) and than a second focus group will be students who are not in UNI 100. In the focus groups, I will conduct an interview and ask them open-ended questions about their freshman experience.

Ex: 

1. What strategies did you use to help you take notes? Where did you learn these strategies?

As I analyze the results from the interview, I will determine if the students who were enrolled in UNI 100 attribute their academic success or campus involvement to UNI 100 course. If the students not enrolled in UNI 100 may have struggled or lacked involvement; therefore, taking UNI 100 would have helped them during their freshman year. 

I will do one last survey when the sample group graduates. This survey will help determine the long-term effects of the program. (Likert Scale)

Ex:

1. I still keep in contact with people I met since my freshman year.
2. The note taking strategies I learned in UNI 100 are still useful.

1.      Identify any potential barriers to completion of the study and any limitations of the study.

Potential barriers and limitations would be:

1. Students apart of the survey; decide to leave the school after or during their freshman year.
2. The consistency of the content being taught in UNI 100 courses. Each course teaches the same curriculum, but how it is taught may affect the study.
3. Keeping in contact with the same students until they graduate (especially if students do not graduate within four years)

Reflection:

As I assess my learning, I would be advanced for the first learning objective and competent for the second learning objective (SLO).  For the first SLO, I knew the terms, but the class expanded what I already knew about each term.  I was also able to describe and explain each term in my test and quizzes.  Before the class, I was able to define assessment, evaluation, and research, but I at the end of the class I was able to apply each term to my program evaluation project, which was the first time I completed a program evaluation.

For the second SLO I would be competent, because I created an assessment, but did not implement it. For our program evaluation, I was evaluating First Year Experience (FYE), the Fullerton Future Teachers section.  For the assignment, I was able to design an assessment the students would have to take.  I created a pre and post qualitative survey for the students.  Creating the questions was difficult.  I wanted to try and create the best questions that would give me the best snapshot of the program.  I looked at other studies that was conducted on FYE programs and looked at the questions they used and their methodology. 

Assessment and Evaluations is something I want to continue to work on.  I believe I have the basics down, but when we had to interpret the data and learn about the different types of measurements, it was a struggle.  I plan to gain more experience in this area through my fieldwork or graduate assistant position.

EDAD 522: Subpopulations

Description: Course EDAD 522 gave me a chance to learn about different populations on the college campus. We discussed college impact theories and how they relate to each population and we also had a chance to teach about a population of our choice and I chose student-athletes.

Semester: Spring 2013

Learning Domains: Education, Assessment & Evaluation

Learning Outcomes: 

SWiBAT: Recall and includ at least one source citation on the midterm 

SWiBAT: Identify one college impact theory and apply to one subpopulation

Assessment Rubric

	Advanced	Competent	Basic	Need Improvement
SLO #1 Recalled and included at least one source citation on the midterm	Recalled and included more than one source citation in midterm response	Recalled and included at least one source citation  on the midterm	Recalled source citations, but did not include source citations in midterm	Did not recall or include any source citation for the midterm
SLO #2 Identified one college impact theory and apply to one subpopulation	Identified one college impact theory and applied it to TWO subpopulations	Identified one college impact theory and apply to one subpopulation	Identified one college impact theory, but did not apply it to a subpopulation	Did not identify college impact theory or apply to subpopulation

Evidence:

Click Here

Click Here

Reflection:

I really enjoyed this class, because I was able to learn about different subpopulations from the class presentations. For our midterm, my goal was to make sure I knew at least two subpopulations so I could talk about them in my responses. Not only did I need to learn about the two subpopulations, but I also needed to be able to cite any source that I used in my paper. Our professor told us in class that we were going to have to cite any source(s) that we used in our paper, because we will have to do the same thing for our COMPS exam and she wanted to make sure we were prepared.

For my first learning objective, I would be advanced. Based upon my midterm, I was able to cite more than one source in my responses. Part of my studying technique was to make sure I wrote down the author and year for key information I would want to use, so I could remember it. It was a little difficult, especially during the exam because some sources had an author that was uses in more than one source I was starting mix authors together. For the most part, I was able to write the correct author(s) name and year.

For my second learning objective, I would be competent. For my response regarding subpopulations, I wrote about one college impact theory and one subpopulation. Since I only focused on two subpopulations when I was studying and I had to cite sources in my response, I just focused on what I knew, so I wrote about first-generational students and used Rendon (1994) Validation theory. My goal is to be able to apply more theory to a subpopulation and be able to cite more sources. 

Graduate Assistant 

Description: In Spring, there is a Graduate Assistant fair, students in a masters program are able to attend. At the fair a variety of departments looking for graduate assistants and the fair gives them an opportunity to tell students more about the positions, what type of student they are looking for, and the student's responsibilities. 

Semester: Spring 2012

Learning Domain: Leadership, Personal Development

Learning Outcomes:

SWiBAT: Participated in Graduate Assistant Fair and identified a position to apply for beginning in August 2013

Assessment Rubric

	Advanced	Competent	Basic	Need Improvement
SLO #1	Participated in Graduate Assistant Fair,  identified a position to apply for beginning in August 2013, and applied for a position	Participated in Graduate Assistant Fair and identified a position to apply for beginning in August 2013	Participated in Graduate Assistant Fair	Did not participate in Graduate Assistant Fair

Evaluation: 

(E-mail about grad fair)

Hi students.  I attempted to send you this message last week but I have learned that perhaps it did not go out.  Here you go!

April 26, 2012

Dear Second Year Graduate Students:

Congratulations on a successful first year in your program!  If you worked as a part of the Student Affairs Graduate Assistant Program, congratulations on completing the first year of your graduate assistantship experience. This message is for 2^nd year students who are looking for a graduate assistant placement for next year. 

Below is a list of the available openings for 2012-2013 (at this time).  I have also listed the supervisor next to each placement.  (I am waiting on confirmation on placements at Cal State Dominguez Hills so if you are interested in this site, please let me know.)

I would like you to review the list and then take the initiative to contact the supervisor in any area you are interested in to ask questions and/or set up an appointment for an interview. You will be able to get job descriptions from the supervisors as well.  Each of these supervisors is in the Cal State Fullerton online directory.  You can also get contact information, titles, location, etc. from the Vice President for Student Affairs Office at 657-278-3221 or stop by Langsdorf Hall 805.  I am asking that you conduct your meetings with the supervisors in the next two weeks, so that by Monday, May 14^th, you know where you would like to be placed and have communicated your choices to me.  I will also be in touch with the supervisors regarding their choices.  We want to get you placed in advance of beginning placements for the first year students.

If you have any questions about the placements or the process, please feel free to contact me or Dr. Lea Jarnagin as resources/advisors to the process.  Please remember to treat these meetings with supervisors as interviews – bring a good, solid resume, dress appropriately, and be prepared to explain how you would contribute to the department.  Good luck!!

New placements available for second year students (with supervisor names):

1.             Assistant Dean in College of Communications (10 hours) – Peggy Garcia Bockman

2.             Assistant Dean in College of Education  (10 hours) – Aimee Nelson

3.             Assistant Dean in College of Engineering and Computer Science  (10 hours) – Victor Delgado

4.             Assistant Dean in College of Health and Human Development (10 hours) - Dr. Lea Beth Lewis

5.             Career Center – Elizabeth Zavala – Aceves or Jim Case

6.             C-REAL  – Dr. Karen Kim

7.             Dean of Students/Assessment – Dr. Lea Jarnagin

8.             Educational Opportunity Program – Scholars/AB 540 – Janette Hyder

9.             Educational Partnerships – Melba Schneider (tentative)

10.         Financial Aid –Cecilia Vielma-Schouwe  (2 positions available)

11.         Freshman Programs – Dr. Nancy Page Fernandez

12.         Greek Life – Maricela Alvarado (pending)

13.         Health Education – Mary Becerra

14.         Judicial Affairs – Sandra Rhoten

15.         Leadership and Multicultural Development – Student Engagement Tracking Project/Student Involvement Project – Juanita Razo

16.         McNair Program – Gerald Bryant

17.         Multicultural Leadership Center – Carmen Curiel

18.         Student Leadership Institute – Juanita Razo

19.         University Learning Center – Dr. Rochelle Woods

20.         Vice President Student Affairs/HACU Grant – Dr. Kandy Mink Salas

21.         Associated Students, Inc., CSUF – Four cultural centers and four positions – Chicano Resource Center, African American Resource Center, Asian Pacific Islander Resource Center, and LGBT Center – Anthony Ragazzo

22.         Whittier College – Multicultural Center/Interfaith Programs –Dr. Joy Hoffman,jhoffman@whittier.edu

23.         Whittier College – Student Life – Dr. Jeanne Ortiz, jortiz@whittier.edu

24.         Cal Poly Pomona – African American Student Center – La’Keisha Gilford-Beard at 909-869-5007 orldgilford@csupomona.edu  AND Pride Center (LGBT Resource Center) – Jami Grosser at 909-869-3064 orjrgrosser@csupomona.edu

25.         CSU Dominguez Hills – Possible positions in Greek Life,  International Student Programs, Student Union, and Veteran Student Programs –  Let me know if you are interested

Reflection:

For my learning objective I would be advanced. My first year in the program, I did not attain a Graduate Assistantship, because I decide it would be bets financially to stay-at-home with the boys. Chase and Caden just turned one and having to put them in daycare full-time would cost more than 1500 a month.

Since I am about to go into my last year in the program and have to do fieldwork starting Fall 2012, I decide it would be a good idea to also apply for a GA position since I have to find a daycare for the boys, because fieldwork requires 200 hours a semester.

As I received the e-mail about the GA fair I decide to attend and figure out where I would want to go. I also believed working as a Graduate Assistant would give me more experience in higher education. Previous to the GA Fair, one of my classmates told me about a position in Judicial Affairs she believed I would do great in and gave me the contact information for the person already in that position and is about to graduate. At the fair, I talked with Dr. Jarnagin about the position in order to gain a better understanding of the type of person they were looking for and what my responsibilities would be in that position.

As I cruised around the fair another position that interested me was the GA position in Freshman Programs, but I was told they wanted someone who was first year in the program and this was going to be my second year in the program. Other positions that I was considering to apply to are Career Center and C-REAL.