Quality Programming
Graduates should be able to design and implement high quality and multi-faceted
student programs which enhance student learning and personal development.
Specifically, students should be able to demonstrate:
a) the skills necessary in conducting accurate needs assessment,
b) an understanding of the dynamics involved in student learning in the co-curriculum,
c) the ability to write program mission statements and to articulate desired student learning outcomes,
d) the ability to design and implement creative and effective student programs.
student programs which enhance student learning and personal development.
Specifically, students should be able to demonstrate:
a) the skills necessary in conducting accurate needs assessment,
b) an understanding of the dynamics involved in student learning in the co-curriculum,
c) the ability to write program mission statements and to articulate desired student learning outcomes,
d) the ability to design and implement creative and effective student programs.
Idea Box
“Inviting the self into the educational process requires moving away from the traditional forms of teaching and control-oriented forms of organizing student life that prevail on many campuses” (Magolda, 2002). In the Student Learning in the Co-Curriculum course I was assigned the “Idea Box.” The idea box was to compile five program ideas based on the five elements of the wellness wheel: spiritual, emotional, intellectual, physical and social. In my idea box each program had a clearly identified purpose, clearly stated desired student learning outcomes, clear and complete directions for completing the program or activity, and suggestions for evaluating the effectiveness of the activity.
Magolda, M. (2002). HELPING STUDENTS MAKE THEIR WAY TO ADULTHOOD. About Campus, 6(6), 2.
“Inviting the self into the educational process requires moving away from the traditional forms of teaching and control-oriented forms of organizing student life that prevail on many campuses” (Magolda, 2002). In the Student Learning in the Co-Curriculum course I was assigned the “Idea Box.” The idea box was to compile five program ideas based on the five elements of the wellness wheel: spiritual, emotional, intellectual, physical and social. In my idea box each program had a clearly identified purpose, clearly stated desired student learning outcomes, clear and complete directions for completing the program or activity, and suggestions for evaluating the effectiveness of the activity.
Magolda, M. (2002). HELPING STUDENTS MAKE THEIR WAY TO ADULTHOOD. About Campus, 6(6), 2.
The Faces of Races Conference
There has been an increasing mixed-race student population across higher education; Renn states “the distribution of mixed students will be a significantly stronger presence on campus than they have ever been” (Renn, 2004). Due to this growing student populationm I developed a conference as one of my assignments in the Process of Adult Development course. The goal of “The Faces of Races Conference” was to build an awareness of student identities on campus and actual plans of action to implement in various aspects of student life. The conference was created to educate, stimulate, and inspire students and faculty regarding mixed race identity. The foundation of the conference was to encourage a safe and healthy college campus for students of mixed races.
Renn, K. A. (2004). Mixed Race Students in College: The Ecology of Race, Identity, and Community on Campus. Albany: State University of New
York Press.
There has been an increasing mixed-race student population across higher education; Renn states “the distribution of mixed students will be a significantly stronger presence on campus than they have ever been” (Renn, 2004). Due to this growing student populationm I developed a conference as one of my assignments in the Process of Adult Development course. The goal of “The Faces of Races Conference” was to build an awareness of student identities on campus and actual plans of action to implement in various aspects of student life. The conference was created to educate, stimulate, and inspire students and faculty regarding mixed race identity. The foundation of the conference was to encourage a safe and healthy college campus for students of mixed races.
Renn, K. A. (2004). Mixed Race Students in College: The Ecology of Race, Identity, and Community on Campus. Albany: State University of New
York Press.
Hooding Ceremony for Masters of Art and Leadership
As a graduate assistant for the Leadership Minor, I was assigned to help with the hooding ceremony for the students and faculty of Masters of Art and Leadership. The actual coordinator for the event was graduating from the program, so a small team gathered to share her responsibilities. I had to coordinate the with another graduate assistant on the RSVP list, décor, catering, and set up logistics with the hospitality team and Assistant Professor, Department of College Student Development and Leadership, Sarah Visser.
As a graduate assistant for the Leadership Minor, I was assigned to help with the hooding ceremony for the students and faculty of Masters of Art and Leadership. The actual coordinator for the event was graduating from the program, so a small team gathered to share her responsibilities. I had to coordinate the with another graduate assistant on the RSVP list, décor, catering, and set up logistics with the hospitality team and Assistant Professor, Department of College Student Development and Leadership, Sarah Visser.