4th Annual Maywood Education Fair
Learning Domains:
Leadership
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Social Advocacy and Justice
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Education
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Assessment and Evaluation
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Personal Development
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X
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X
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X
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X
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X
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Description:
The annual Maywood Education Fair
is a community outreach project that was founded in 2009 by one graduate student
pursuing the Masters of Science in Higher Education degree at California State
University Fullerton (CSUF). The
following year in 2010, the project became adopted by the CSUF College of
Education and was incorporated into the MSHE program’s coursework. Through this project, each cohort of graduate
students have the opportunity to inspire, inform, and transform a local
community located in the city of Maywood by continuing to establish strong
partnerships with the city. The mission of the Maywood Education Fair is to
promote a college going culture in the Maywood community. Maywood is a predominantly Latino community,
which has been historically underserved at all levels of education. “According to public school reviews, only 48%
of students from Maywood and surrounding southeast cities graduate from high
school, and of those, only a small percentage continue on to higher education” (excerpt
from the College & Resource Exhibit Committee Report, MSHE Cohort 3). The Maywood
Education Fair takes place every fall in order to connect the Maywood’s residents
with various resources of higher education and to provide them with practical information
on how to make postsecondary degree attainment a viable option. The graduate
students planning the fair have the opportunity to design, implement, and
evaluate interventions that include PreK-12 age levels, adult learners,
parents, and undocumented resources. All
interventions designed by the graduate students are rooted in relevant cultural
and student development theories that are covered as a part of the MSHE’s
theoretical coursework. The Maywood Education Fair is a service-learning
project that provides the MSHE graduate students with an excellent opportunity to
apply theory to practice.
This e-portfolio entry describes my involvement in the 4th
annual Maywood Education Fair as a member of the Resource Committee. The Resource Committee was responsible for creating
three separate interventions that consisted of the following: College
Representatives from different higher education institutions and other
organizations, a Collegiate Scenery Photo Booth, and an Inspirational
PowerPoint presentation. My primary role as a member of the Resource Committee
was centered on developing, implementing, and evaluating the College
Representatives Intervention.
Learning Outcomes:
SWiBAT: Design (synthesis) 2-3 theory-informed
learning outcomes for College Representatives intervention by drawing on at
least 2 types of Yosso’s (2006) Cultural Wealth Capital and 2 other student
development theories.
SWiBAT: Develop, employ, and evaluate a recruiting
plan to secure a minimum of 15 College Representatives to participate in the
fair as well as construct a recommended time-line for recruiting in subsequent
years.
SWiBAT: Assess
(evaluate) the learning outcomes for the fair participants who engaged in the
College Representatives intervention by collecting assessment data and
evaluating the results with quantitative and qualitative measures
Assessment Rubric:
Advanced
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Competent
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Basic
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Needs Improvement
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SLO # 1
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I designed 4 or
more theory-informed learning outcomes for College Representatives
intervention by drawing on at least 2 types of Yosso’s (2006)
Cultural Wealth Capital and 2 other
student development theories
|
I designed 2-3 theory-informed
learning outcomes for College Representatives intervention by drawing on at least 1 types of Yosso’s (2006) Cultural Wealth Capital and 1 other student development theories
|
I designed 1
theory-informed learning outcome for College Representatives intervention
by drawing on at least 1 type of Yosso’s (2006) Cultural Wealth Capital, but did not include at least 1
student development theory
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I was unable to
design any theory-informed learning outcomes for College Representatives
intervention by drawing on at least 1
type of Yosso’s (2006) Cultural Wealth Capital and 1 other student
development theory
|
SLO # 2
|
I developed, employed, and evaluated a recruiting plan
to secure 18-20 College
Representatives to participate in the fair as well as constructed a recommended time-line for subsequent years
|
I developed, employed, and evaluated a recruiting plan
to secure a minimum of 12-17 College Representatives to participate in
the fair as well as constructed a
recommended time-line subsequent years
|
I developed, employed, and evaluated a recruiting plan to secure a
minimum of 6-11 College Representatives to participate in
the fair, but did not construct a
recommended timeline for subsequent years
|
I developed, employed, and evaluated a recruiting plan to secure a
minimum of 1-5 Representatives to participate in the fair,
but did not construct a recommended
timeline for subsequent years
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SLO
# 3
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I assessed the
learning outcomes for participants who engaged in the College
Representatives intervention by collecting assessment data and evaluating the
results with quantitative and
qualitative measures as well made recommendations
for subsequent cohorts
|
I assessed the
learning outcomes for participants who engaged in the College
Representatives intervention by collecting assessment data and evaluating the
results with quantitative and
qualitative measures
|
I assessed the
learning outcomes for participants who engaged in the College
Representatives intervention by collecting assessment data and evaluating the
results with either quantitative or qualitative measures
|
I was unable to
assess the learning outcomes for
participants who engaged in the College Representatives intervention by
collecting assessment data or evaluate the results with quantitative and
qualitative measures
|
Evidence:
CSUF News: Master's
Students Promote Higher Education
Fair Flyer:
Pictures:
Resource Committee Report: https://docs.google.com/open?id=0By5wELYJmuCSQVJKRzJqZEdVdGc
Reflection:
The Maywood Education Fair was a
truly transformational learning experience that enhanced my knowledge and
skills on each learning domain of the MSHE program: Leadership, Social Advocacy
and Justice, Education, Assessment and Evaluation, and Personal Development. I
was able to develop stronger leadership skills by engaging my committee in
effective group work. I increased my sensitivity to Social Advocacy and Justice
issues by working on a collective effort to extend more educational
opportunities to an underprivileged local community. I strengthened my
educational knowledge by incorporating theoretical foundations into real-life
applications. I expanded my skills in
educational research by having a chance to evaluate and assess our Maywood
interventions. Lastly, I experienced
personal development by learning how to work as a part of team as well as
forming new professional relationships through my outreach efforts with various
representatives of higher education.
For the
first learning outcome, I accomplished my learning at the competent level of
the rubric. I designed 3 theory-informed learning outcomes
for the College Representatives intervention that drew on Yosso’s (2005)
navigational capital of the Community Cultural Wealth (CCW) theory and
Chickering and Reisser’s (1993) vectors of competence and developing purpose. For
the second learning outcome, I achieved learning at the advanced level of the
rubric by developing employing, and evaluating a recruitment plan to secure a
minimum of 18 College Representatives to participate in the fair as well as
constructed a recommended time-line for
subsequent years. I accomplished the
final learning outcome at the advanced level of the rubric by writing an assessment report of the learning outcomes for the fair
participants, which included quantitative and qualitative measures and provided
appropriate recommendations for subsequent
cohorts.
References
M.S.H.E. Cohort
3. (2011). College & Resource Exhibit Committee .Unpublished manuscript,
College of Education, California State University Fullerton, Fullerton,
California.
Yosso, T.J.
(2005). Whose culture has capital? A critical race theory discussion of
community cultural wealth. Race, Ethnicity and Education, Vol. 1, pp. 69-91.
Evans, N.,
Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Student development
in college: Theory, research and practice. San Francisco, CA: Jossey-Bass
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