Social Justice and Inclusion (SJI)
Student Learning and Development (SLD)
Assessment, Evaluation, and Research (AER)
Social Justice and Inclusion
Throughout my undergraduate career, I attended and hosted many programs that promoted inclusivity and social justice. It was not until entering the BGSU CSP program, and going through the classes, operating in my assistantship, and working within an internship, that I understood what this outcome meant. As a minoritized student myself, I focused primarily on APIDA student issues, but never any theoretical frameworks that affected them. CSP 6020 allowed me to widen my understanding on the different theories and obstacles other minoritized students faced. Our Theory Paper began a new method of processing ways to promote inclusivity for minoritized students. I wanted to focus specifically on the APIDA population and how they can be more socially just as a student demographic. Learning that I and students go through various identity development stages was very intriguing to me. Entering the presentation space helped me explain ways we can do active programming to help our students reach an understanding of social justice and intersectionality. With that, I began developing training for my AVLC student leaders that was grounded in social justice knowledge. Using the cycle of socialization and other pieces of social justice education that I gained, I was able to help them break the cycle and understand that everyone has different lived experiences. It is up to us to honor and respect each person’s social identities and lives that come with them. Adding to that, I was able to gain experience in leading a racial justice presentation for staff and faculty members at Capital University. Although a very nerve-wracking experience, it was important for my growth in this competency area.
The semester of Environments and Multicultural Competency were pivotal to my growth in this competency area. At the same time, it was my first ACPA, where I experienced engaging conversations on Racial justice and De-colonization. Through facilitating an Each One Teach One (EOTO) on White Supremacy and a Multicultural Competence Program Design Project (MCPD) on Microaggressions, I gained a lot of experience thinking about ways to fight oppression. Facilitation of the EOTO allowed me the opportunity to facilitate a deeper discussion on how White Supremacy is ingrained in our country’s culture. It also allowed me to educate many of our majoritized students in the cohort. The MCPD allowed me the chance to educate Orientation Leaders at BGSU on how to effectively deal with microaggressions they should see any during orientation. This class gave me the tools to create my own programming on foundational social justice knowledge in my assistantship and in my practicum. I was able to develop social identity workshops for students as well as racial justice workshops for professionals in the field.
Student Learning and Development
A significant part of my practicum at Capital University were the weekly reflections and meetings my supervisor gave me as tasks. Every week, I needed to analyze where the entire class was developmentally, where they were individually, and where I could see them going if I could offer targeted feedback. For most of the time, I used Helm’s White Identity theory to understand their psychosocial development. As almost all the class identified as White, I thought that was the most appropriate theory to use on my practice. For the couple of Asian American students in the classroom I used Kim’s Asian American Racial Identity Development Model to understand their identity development. My supervisor continually challenged me to think about how I was using theory to inform my practice. This allowed me to grow exponentially in my understanding of theory-to-practice models. I can show my diligence in operating with this outcome in mind through the evaluation my supervisor offered as well as the theory based Racial Justice Presentation. Although, a presentation for staff and faculty members, by extension, these professionals can aid in their student’s understanding and development of socially just topics. I like to think I was teaching others to be teachers, despite the level of my role in the organizational chart.
With all my gained knowledge on student learning from CSP 6020, 6035, and others, I was able to teach a class and aid in the development of students’ identities. The syllabus for our class, the weekly reflections, and the positive evaluation I was offered, was the result of my willingness to help our students grow and learn. I took any chance to improve my ability to help my students learn better on cultural pluralism. My passion and knowledge base on social justice & inclusion helped me in the practicum tremendously. As I continue educating students in my professional career, I will continually adapt and improve my methodology on SLD
Assessment, Evaluation, and Research
My development in the Assessment, Evaluation, and Research competency began with CSP 6020’s Immersion Project and learning about basic assessment terminology and methods. Within that class, we were tasked to hold interview sessions with students that identified with a minoritized identity that we did not hold. We learned how to hold ethical interviews so we could better understand the student population at BGSU. Following the basic knowledge, I gained from CSP 6020 on AER, I was able to work on and develop a Qualtrics survey for Capital University during my summer practicum. Being cognizant of the moving pieces, such as departmental involvement, campus involvement, and community involvement in the survey questionnaire was difficult. Through many hours and revisions, I was able to complete a survey that was effective in gathering mix-method data for the institution. Increased exposure to institutional values, histories, and culture were all beneficial gains from creating that survey.
The Fall 2019 semester directly after my summer practicum, I had the opportunity to take the CSP 6600 class with Hyunny. We were given a semester-long assessment group project that worked with the Office of Multicultural Affairs’ Multicultural Summer Link. Working with team members to meet with stakeholders, create focus group protocols, and conduct focus groups was a challenge. However, we were able to produce great protocols and materials to use for our qualitative needs’ assessment. Following this class, I was able to use my newfound knowledge to create a focus group protocol and survey questionnaire for the Office of Multicultural Affairs. These documents were meant to be sent to APIDA students on campus to gauge student interest in being an active participant of OMA programming. Through these experiences I have gained a much better understanding of AER and the significance of it in our field today. Going into my future positions, I will always be mindful of how assessment can improve a program.
Through the group effort on the assessment project, we were able to create both a final report and presentation to show stakeholders our results and implications for the Multicultural Summer Link program. The stakeholders wanted to figure out ways to understand their students qualitatively and have narratives to improve the program. We offered limitations to our study, real student narratives, and implications of the assessment data on their future goals.