Title: EDAD 523- Student Learning and Development
Term: Summer, 2013
Description: The description in the syllabus of the course is as follows: Examination of student development theory in college, considering traditional and non-traditional students and learning outcomes. Theoretical assumptions and the practical application of theory to diverse student learners and the role of theory in student affairs practice. In addition to learning about formal and informal theories, my goals in the course are to better myself as a student and professional by reflecting on group work, creating my own informal theory, and having basic knowledge about theories.
Learning Outcomes: For this class, I have developed the following student learning outcomes to accomplish my goals:
- SWiBAT Create an informal theory through the undergraduate experience assignment.
- SWiBAT Recognize at least two theories in each theory cluster and describe at least a theory from each cluster in depth before the final examination. In addition, describe how the theory can be applied to a subpopulation.
- SWiBAT Identify strengths and weaknesses in group work.
Evidence: The first student learning outcome was given an "advanced-4" because the formal theory used in the Undergraduate Experience Interview Paper and the interview, helped establish an informal theory.
The second learning outcome was given a "basic-2".
Through the Group evaluation assignment, I was able to reflect on my contributions to the group. Here is the link to my portion of the group evaluation, self-evaluation. I scored myself a "competent-3". In addition, I have attached my PTP lesson plan from the group PTP project about First-year first-generation minority students.
Reflection: My informal theory based on Rigzin's experience and my experience is Asian students experience a desire for belonging within their own ethnic communities but instead find a comfort zone within the larger Asian community based on their level of Americanization. For instance, when Rigzin explained not being able to find Tibetan students, she became friends with a Korean student. In addition, her friend wanted to find other Koreans through clubs and organizations but soon discovered she did not fit into these groups because she was Americanized. This reminded me of my experience of feeling marginalized withing my ethnic group and feeling more comfortable with Asian students who were also second generation.
Due to the limited time, I was not able to memorize much for the final. I had a weekend to gather information, create a study guide, and study for the exam because of other assignments due on the last week of summer school. I was able to confidently memorize a theory in each cluster (psychosocial, cognitive-structural, integrative, typological, person-environment, and college-impact) and know the specifics of the theory. Although I did not go in depth of how the theories applied to student subpopulations, I had an idea of how they were applicable.
After evaluating myself through the group evaluation assignment, I was able to recognize my effort, quality of thinking, quality of work, and teamwork. Two strengths of group contribution were communication and punctuality. Whenever I had questions about assignments, I never hesitated to ask group members for clarification. When personal problems were affecting me, I informed my group about what was happening in order to prevent misunderstandings if my quality of work was not up to the group's expectations. Nonetheless, I never let my personal problems from completing tasks and I was always punctual in turning assignments to my group. Although personal problems was a helpful to my strengths because I communicated with my group and the problems motivated me to finish on time in order to not disappoint group members, it was also a weakness. Personal problems was a weakness as mentioned above regarding the quality of work. Group members worked together to revise my section of the last project because I was not able to revise the work myself. In addition, it was difficult for me to meet up with my group on weekends because I had family obligations to tend to which resulted in phone conversations. Another weakness was not voicing opinions to be satisfied in the group process. I felt it was unfair the group meetings were held in one location and the meeting times were scheduled mostly around one person but never expressed my feelings to the group. Scared of their reactions, I only mentioned meeting halfway once and when my suggestion was rejected, I felt unimportant to the group which decreased my motivation. My future suggestions to myself is to speak up when I have an opinion or idea. After this experience, I believe in order for a group to be strong and maintain positive relationships, everyone must sacrifice something for the group while understanding each members' situation. In addition, if I feel something is unfair, it is important to express the concerns to avoid negative feelings towards group members. Lastly, I must learn to focus on school despite personal problems. I must learn to prioritize and manage my time. Therefore, I will plan weekly schedules to better myself as a group member in the future.
