Summer 2012

Time Management

Description: It is important to make sure we not only manage our time wisely, but at times make sure we are strategic in how we use our time. This summer, we have two classes, two different days and for 8 weeks which means our courses will be intense. It is important I create and implement a system I can not only use, nut stick to.

Semester: Summer 2012

Learning Domains: Personal Development

Learning Outcomes: 

SWiBAT: Develop and utilize checklist to help manage time and completed tasks by deadline 75-90% of the time

Assessment Rubric

	Advanced	Competent	Basic	Need Improvement
SLO #1 Develop and utilize checklist to help manage time and completed tasks by deadline 75-90% of the time	Developed and utilized checklist to help manage time and completed task 91-100% of the time	Develop and utilize checklist to help manage time and completed tasks by deadline 75-90% of the time	Developed and utilized a checklist to help manage time and completed task 50-74% of the time	Developed a checklist, but did not utilize it

Evidence:

Reflection:

For summer school we are still taking two classes, but they will be on two different days of the week, Monday and Wednesday. Since class is twice a week, need to readjust when I study and time to complete my assignments. I also have to expand my support system since I would need someone to watch the boys an additional day.

Throughout the program, time management has become a major factor in my life. I realized that I needed to create systems and structure so I would not feel so overwhelmed. One I idea that I had to help with time management was to create checklist. The plan was to create a checklist for the week, so I can have an idea of how the whole week would look. Then, each day write down what I needed to accomplish and then check each item off. Based upon my learning objective I would be Basic. Although I did write a checklist each week, most of the time and even one for each day the place where I need to improve on is checking my list throughout the day and also checking items off of my list.

For more than half of the semester I did write my lists out and check them, but not as much as I should have throughout the semester. Being consistent with the checklist is very important. It will not only hold me accountable to what I need to do, but it will keep me on track with completing my assignments in a timely manner.

Maywood

Description: The Maywood Educational Fair is an event the cohort plans and organizes for the city of Maywood, CA. The class is divided into committees and I was a part of the Fundraising committee and eventually became chair of the committee. Since we meet early in the year, our goal was to brainstorm ideas for fundraising, our goals and objectives, and create a plan and calendar from the month of June until the day of the fair. There were seven people on the fundraising committee.

Semester: Summer 2012

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

Learning Outcomes:

SWiBAT: Identified a leadership position for Maywood and develop as a leader

Assessment Rubric:

	Advanced	Competent	Basic	Need Improvement
SLO #1	Identified a leadership position for Maywood, developed as a leader and reflect on leadership style	Identified a leadership position for Maywood and develop as a leader	Identified a leadership position	To not identify a leadership position for Maywood

Evidence:

My amazing team

One of our fundraising events

Fundraising Committee and Dr. Fujimoto

Reflection:

When we started to hear more about Maywood and the different committees to choose from, I wanted to be a part of the fundraising committee. Fundraising is one area I wanted to gain more experience in. I was at a point in the program where I not only wanted to be a part of something, but I wanted to also take a leadership role. 

I learned a lot about myself in the role of Fundraising Chair. I like structure with room to be creative and I am also big on organization. When Dr. Fujimoto first talked about how the fundraising committee needs to meet early, I e-mailed Dr. Fujimoto for a list of the people who signed up and e-mailed those who were interested so we can get started. We began meeting towards the end of Fall, but during the summer most of our meetings took place. Summer was integral because when Fall 2012 began we would only have about two months left before the Maywood Educational Fair.

Based upon my learning objectives I would be advanced. Some of my strengths are organization, creating structure, and motivation. I would send reminder e-mails of tasks that needed to be completed, but I would also get a feel for how the group is feeling and send out encouraging e-mails. What I do need to work on is delegating. I would find myself taking on extra tasks, instead of delegating more tasks to the group. I believe I have grown as a leader over the summer and will continue to grow.

There were seven people, including myself, in the fundraising committee. We met quote often over the summer. One of the group members suggested we go over our strengths from the strength finder test and use our strengths within the group. We even talked about our weaknesses of our strengths. As a leader, it is important to hear people’s ideas and implement the ideas that align with our goals. I glad I decide to take a leadership role this semester and look forward to see what we will accomplish together.

Museum of Tolerance

Description: As one of our field trips for EDAD 524: Diversity, Access & Equity class, we are going to the Museum of Tolerance. As we attend the Museum of Tolerance, a goal is connect what we are learning about diversity and equity to what we see and hear at the museum. To identify and recognize any patterns we see related to access and equity, also to reflect on how what we see and hear makes us feel and why.

Semester: Summer 2012

Learning Domain: Social Justice & Advocacy, Education,

Learning Outcome:

SWiBAT: To analyze experience at Museum of Tolerance to class content

Assessment Rubric

	Advanced	Competent	Basic	Need Improvement
SLO #1 To analyze experience at Museum of Tolerance to class content	To analyze and connect my experience at Museum of Tolerance to class content.	To analyze experience at Museum of Tolerance to class content	Attended Museum of Tolerance, but did not make any connections to class material	Did not attend Museum of Tolerance

Evidence:

(excerpt from Journal #4)

At the Museum of Tolerance, our speaker Frank mentioned how Hitler would burn books from people like Freud.   In our class we discussed the burning of textbooks.  The group that presented last week mentioned burning of textbooks.  “Important textbook series came under attack for supposedly containing ideas that did not support the American Way” (Spring, 2011, p. 320).  Anything that did not align with the American Way was not selected. In the book, Fahrenheit 451, books were also burned due to the ideas and knowledge it contained.  Books can change the way you think or your perspective in the world-it can lead you to the truth.  In class, we talked about the colonized mind and managing ideas.  How at times, we must decolonize our minds.  We have to unlearn what was taught to get the truth.  Books and teachings can help in the process of finding out the truth.  You may not know the rights or power you really have, until you read or hear something.  If you hear and read lies, you may start to believe them.  Similar to Hitler, he kept feeding people with lies and they internalized what he said and believed them.  Words and thoughts can keep you in bondage or make you free.  In slavery, the masters did not allow the slaves to read or write, it not only kept them separate, but kept them powerless.  People were punished if they were caught teaching a slave how to read and write.  The slave masters knew that teaching slaves how to read and write would not only give them power, but it would lead to ideas.

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Reflection:

I have been to the Museum of Tolerance before when I was in high school and I remembered it being a memorable experience. So when we were going as a group for our Diversity class, I was excited to see how my experience would change based upon the material we learned in class and also me being an adult. There were many key moments on the fieldtrip; such as, choosing the name of kid during the Holocaust and at the end find out what happened to them, learning about racism and stereotypes through the activities, etc.

Based upon my learning objectives I would be Advanced. What stood out the most is when the speaker talked about Hitler and how he would burn books because of the information in the books. When I heard this, it made me think about the Spring Book, how books that did not support the American Way were not supported. When I was teaching high school, I would teach the book Fahrenheit 451 and how they would burn books based upon what was in the book. How books contained knowledge which is power. It was great to be able to connect what I was learning in class to the key moments in history.