Term: Spring, 2013
Description: The description in the syllabus of the course is as follows: The purpose of this course is to explore the complexities of student characteristics and cultures in US postsecondary education. The focus of this course is on major demongraphic groups (race, ethnicity, age, ability, sexual orientation, gender, etc.) in higher education and student experiences with access, equity, retention, and campus culture in both two- and four-year institutions. Topics will be examined in relation to the diverse purposes of higher education in the United States. More specifically, I would like to learn about the experiences of students will disabilities and learn to work as a team in this group qualitative research project. In addition, I would like to overcome my fears of public speaking in presentations and class discussions.
Learning Outcomes: I have developed the following learning outcomes prior to starting the research project and a couple of weeks after the start of the new semester:
- SWiBAT Be open-minded to learning about a new student population, acquire knowledge about them for personal understanding, and reflect on how the student population affects me as a future Student Affairs Professional.
- SWiBAT Equally contribute to the group qualitative research project by being a part of the team. Communicate with all members if there are questions and/or concerns.
- SWiBAT Overcome the fear of public speaking by contributing to class discussions and practicing for presentations.
Evidence: For the first learning outcome, learn about the new student population, I gave myself a score of "4-advanced". Teamwork and communication also was given a score of "4-advanced" while the last learning outcome, public speaking, was given a score of "3-competent".
Reflection: When my group wanted to choose students with disabilities for the research project, I was not excited because I could not relate to the student group. I was interested in researching first generation, low income, and/or minority students because I fall into those categories. As the research progressed, I was happy we chose this student subpopulation because I broke free from my comfort zone and it helped me be more open minded of wanting to help all students. I read additional readings just to know more about the group. In addition, I connect my mother's disabilities and challenges to better understand how I can help college students with disabilities.
Throughout this research project, I was punctual with turning in my portion of assignments on time and kept in touch with members especially during the times when I had family obligations. I always tried to give suggestions on when we should turn in assignments to best fit everyone's different schedules and gave my point of views on how to go about in our process. With this, I believe I positively and equally contributed to the group's research.
Lastly, in regard to public speaking, I gave myself a competent score because I volunteered to present first but would blank out or stutter when I presented. My low self-confidence is reflected in my performance in front of my class. I practiced my presentations a few days in advance due to time constraints instead of a week prior, but my fear of public speaking prevented me from reaching my highest potential and I was not as prepared as I should have been. During class discussions, I was more outspoken than my first semester in the program. Sharing my thoughts and opinions in groups then to the class was a good stepping stone for me to talk more in class. My hope is to always share my point of views and be more confident in public speaking.
