Fostering Student Learning
Graduates should possess an understanding of the primacy of the educational mission of higher education
and the basic processes through which students are engaged in this mission. Specifically, students should be able to demonstrate:
a) partnerships with faculty to foster learning of students they serve,
b) advancement of the institution's mission and objectives through programs that
promote student learning based on theory,
c) strategies for uniting curricular and co-curricular dimensions of higher education.
and the basic processes through which students are engaged in this mission. Specifically, students should be able to demonstrate:
a) partnerships with faculty to foster learning of students they serve,
b) advancement of the institution's mission and objectives through programs that
promote student learning based on theory,
c) strategies for uniting curricular and co-curricular dimensions of higher education.
Lesson Plans
As a graduate assistant for the Leadership Minor department, I had the opportunity to assist in teaching with a few professors. In each course I have assisted and prepared lesson plans. One lesson plan, in particular ,was for Leadership Influence and Impact course. This course looks at leaders as agents of change on three levels: personal change, influence on individuals and small groups, and impact on cities, organizations, and cultures. Change occurs when people see their circumstances in new perceptions (Kotter, 2002). Since I was responsible for the lesson I had to help, the students view change through John Kotter’s 8 step philosophy. I used a Prezi to present the 8 stepes and incorporated a case study for the students to apply the material. To make sure I stayed engaged with the students, I made sure to give personal testimony, give time for students to share their own stories with me and also challenge them with scenarios to apply the 8 steps.
Kotter, J. P., & Cohen, D. S. (2002). The Heart of Change (Book). T+D, 56(12), 65.
As a graduate assistant for the Leadership Minor department, I had the opportunity to assist in teaching with a few professors. In each course I have assisted and prepared lesson plans. One lesson plan, in particular ,was for Leadership Influence and Impact course. This course looks at leaders as agents of change on three levels: personal change, influence on individuals and small groups, and impact on cities, organizations, and cultures. Change occurs when people see their circumstances in new perceptions (Kotter, 2002). Since I was responsible for the lesson I had to help, the students view change through John Kotter’s 8 step philosophy. I used a Prezi to present the 8 stepes and incorporated a case study for the students to apply the material. To make sure I stayed engaged with the students, I made sure to give personal testimony, give time for students to share their own stories with me and also challenge them with scenarios to apply the 8 steps.
Kotter, J. P., & Cohen, D. S. (2002). The Heart of Change (Book). T+D, 56(12), 65.
Mindset Workshop at Chaffey Community College
“Mindsets are beliefs—beliefs about yourself and your most basic qualities. Think about your intelligence, your talents, your personality. Are these qualities simply fixed traits, carved in stone and that’s that? Or are they things you can cultivate throughout your life?” (Dweck, 2006, pg. 6) These are questions posed to students in the Mindset workshop at Chaffey community College. As a counselor apprentice, I conducted three to four Mindset workshops each week for students who were in need of academic and personal motivation. The workshops would last 50 minutes and delivered information based on Carol Dweck’s Mindset philosophy. This workshop was created to help students develop the skills to think in a growth mindset by educating them with Dweck’s philosophy while also engaging in an activity, which determined the students’ mindset. The goal for the workshops were to help build a foundation in transforming the students’ thought process from a fixed to growth mindset.
Dweck, Carol. (2006) Mindset: The new Psychology of Success. New York, Random House Inc.
“Mindsets are beliefs—beliefs about yourself and your most basic qualities. Think about your intelligence, your talents, your personality. Are these qualities simply fixed traits, carved in stone and that’s that? Or are they things you can cultivate throughout your life?” (Dweck, 2006, pg. 6) These are questions posed to students in the Mindset workshop at Chaffey community College. As a counselor apprentice, I conducted three to four Mindset workshops each week for students who were in need of academic and personal motivation. The workshops would last 50 minutes and delivered information based on Carol Dweck’s Mindset philosophy. This workshop was created to help students develop the skills to think in a growth mindset by educating them with Dweck’s philosophy while also engaging in an activity, which determined the students’ mindset. The goal for the workshops were to help build a foundation in transforming the students’ thought process from a fixed to growth mindset.
Dweck, Carol. (2006) Mindset: The new Psychology of Success. New York, Random House Inc.
Education Plan Workshop:
In urban community colleges, the national three-year graduation rate is 16 percent. Behind the disappointing graduation rate are good intentions. Community colleges offer easy access, flexibility, and lots of options to a commuter population now dominated by "nontraditional" students (Hulbert, 2014). Chaffey Community College is trying to remedy the struggle of retention rates by helping students create a plan that is tailored to their educational goals. Because of the influx of students, the college is overcrowded and students cannot get personal counseling attention. As a counselor apprentice, I hosted 4-5 educational plan workshops a week serving 10-15 students in each workshop. The goal of the workshops is to educate the students on what courses to take in correlation with their goal to receive an associate degree or transfer, along with major requirements.
HULBERT, A. (2014). HOW TO ESCAPE THE COMMUNITY-COLLEGE TRAP. Atlantic Monthly (10727825), 313(1), 68-72.
In urban community colleges, the national three-year graduation rate is 16 percent. Behind the disappointing graduation rate are good intentions. Community colleges offer easy access, flexibility, and lots of options to a commuter population now dominated by "nontraditional" students (Hulbert, 2014). Chaffey Community College is trying to remedy the struggle of retention rates by helping students create a plan that is tailored to their educational goals. Because of the influx of students, the college is overcrowded and students cannot get personal counseling attention. As a counselor apprentice, I hosted 4-5 educational plan workshops a week serving 10-15 students in each workshop. The goal of the workshops is to educate the students on what courses to take in correlation with their goal to receive an associate degree or transfer, along with major requirements.
HULBERT, A. (2014). HOW TO ESCAPE THE COMMUNITY-COLLEGE TRAP. Atlantic Monthly (10727825), 313(1), 68-72.