Effective Campus and Community Relationships
Graduates should be able to relate effectively with a wide range of people.
Specifically, students should be able to demonstrate relational and professional competence
a) in relating across cultural boundaries with many different kinds of people,
b) in relating across functional boundaries with many different kinds of people,
c) as representatives of the institutions they serve to those within the larger community.
Specifically, students should be able to demonstrate relational and professional competence
a) in relating across cultural boundaries with many different kinds of people,
b) in relating across functional boundaries with many different kinds of people,
c) as representatives of the institutions they serve to those within the larger community.
Interview with First Generation and AB540 Students
In Today’s College Students course, myself and three other class members conducted a qualitative assessment of a particular subgroup of college students in terms of environmental variables that affect learning, attrition, and students’ sense of belonging. My group researched Family Dynamics of First-Generation Latino/a College Students. While in college, Latino students can face family, financial, and social barriers (Pike & Kuh, 2005). One of my roles was to conduct two interviews with this sector of students to gain some insight on these issues being reported. Both students were first generation Latina women and one of the women I interviewed was an AB540 student. Through the interview, I was able hear each women’s story in how they not only broke cultural norms and also listened to their struggle in being the first person in their family to attend and navigate through college. Both interviews allowed me to relate across cultural boundaries as they represented a large community of first generation Latina college students.
Pike, G. R., & Kuh, G. D. (2005). First- and second-generation college students: A comparison of their engagement and intellectual development. Journal Of Higher Education, 76(3), 276-300.
In Today’s College Students course, myself and three other class members conducted a qualitative assessment of a particular subgroup of college students in terms of environmental variables that affect learning, attrition, and students’ sense of belonging. My group researched Family Dynamics of First-Generation Latino/a College Students. While in college, Latino students can face family, financial, and social barriers (Pike & Kuh, 2005). One of my roles was to conduct two interviews with this sector of students to gain some insight on these issues being reported. Both students were first generation Latina women and one of the women I interviewed was an AB540 student. Through the interview, I was able hear each women’s story in how they not only broke cultural norms and also listened to their struggle in being the first person in their family to attend and navigate through college. Both interviews allowed me to relate across cultural boundaries as they represented a large community of first generation Latina college students.
Pike, G. R., & Kuh, G. D. (2005). First- and second-generation college students: A comparison of their engagement and intellectual development. Journal Of Higher Education, 76(3), 276-300.
Mentoring First Generation Puente Chaffey College Student
As a former Puente student, I decided to mentor one of the new “Puentistas” at Chaffey Community College. Mentors in the Puente Program are to help students focus students on their academic plan that leads them to the completion of the steps necessary to achieve their postsecondary education, goals as well as encouraging overall personal wellness for the student (Kiker, 2008). The student I mentored was a first generation Latina student. She was dealing with the adjustment of family pressures, balancing work and school, and trying to find confidence in selecting a major in acting. Through the semester of mentoring we engaged in many conversations regarding her various stressors and tried focusing on developing a growth and positive mindset for the challenges in her life as well as encouraged celebrations for her successes with school and work.
Kiker, J. (2008). Enhance Student Advising and Academic and Life Supports. Techniques: Connecting Education & Careers, 83(3), 44-4
As a former Puente student, I decided to mentor one of the new “Puentistas” at Chaffey Community College. Mentors in the Puente Program are to help students focus students on their academic plan that leads them to the completion of the steps necessary to achieve their postsecondary education, goals as well as encouraging overall personal wellness for the student (Kiker, 2008). The student I mentored was a first generation Latina student. She was dealing with the adjustment of family pressures, balancing work and school, and trying to find confidence in selecting a major in acting. Through the semester of mentoring we engaged in many conversations regarding her various stressors and tried focusing on developing a growth and positive mindset for the challenges in her life as well as encouraged celebrations for her successes with school and work.
Kiker, J. (2008). Enhance Student Advising and Academic and Life Supports. Techniques: Connecting Education & Careers, 83(3), 44-4
Senior Early Assessment High School Visits
As a counselor apprentice for Chaffey Community College, I was assigned to visit nearby high schools to educate graduating seniors on the benefits and resources they can receive enrolling at Chaffey College. Educators assert that academic advising before and after transferring enhances the success of baccalaureate degree-seeking students who begin at community colleges (Allen, Smith, Muehleck 2013). In order to make sure students complete educational goals in transferring to a university from Chaffey Community College, we are being proactive in educating the incoming students on the components of the Senior Early Assessment Program, Financial Aid Information, Assessment appointments, ME 1st Program, EAP Results, Extended Opportunity Program & Services (EOPS), Disabilities Program & Services (DPS), and offering Counseling Sessions.
Allen, J. M., Smith, C. L., & Muehleck, J. K. (2013). What Kinds of Advising Are Important to Community College Pre- and Posttransfer Students?. Community College Review, 41(4), 330-345.
As a counselor apprentice for Chaffey Community College, I was assigned to visit nearby high schools to educate graduating seniors on the benefits and resources they can receive enrolling at Chaffey College. Educators assert that academic advising before and after transferring enhances the success of baccalaureate degree-seeking students who begin at community colleges (Allen, Smith, Muehleck 2013). In order to make sure students complete educational goals in transferring to a university from Chaffey Community College, we are being proactive in educating the incoming students on the components of the Senior Early Assessment Program, Financial Aid Information, Assessment appointments, ME 1st Program, EAP Results, Extended Opportunity Program & Services (EOPS), Disabilities Program & Services (DPS), and offering Counseling Sessions.
Allen, J. M., Smith, C. L., & Muehleck, J. K. (2013). What Kinds of Advising Are Important to Community College Pre- and Posttransfer Students?. Community College Review, 41(4), 330-345.