Maywood Education Fair

 4^th Annual Maywood Education Fair

Learning Domains:

Leadership	Social Advocacy and Justice	Education	Assessment and Evaluation	Personal Development
X	X	X	X	X

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 4^th 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	Competent	Basic	Needs Improvement
SLO # 1	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	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
SLO # 3	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

http://news.fullerton.edu/2012fa/Maywood-Educational-Fair.asp

Fair Flyer:

http://news.fullerton.edu/Attachments/10279maywood_8x11.pdf

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

Fall 2012 Professional Fieldwork

College of Engineering and Computer Science/California State University Fullerton

Learning Domains:

Leadership	Social Advocacy and Justice	Education	Assessment and Evaluation	Personal Development
X		X	X

Description:

The mission of the College of Engineering and Computer Science (ECS) is to provide students with an exciting learning experience centered on innovation, problem-solving, and technological progress (California State University Fullerton 2011). The ECS College offers various undergraduate and graduate programs. The total ECS student population consists of 2200: 1750 undergraduate and 450 graduate students. The ECS curriculum is highly demanding and it is not uncommon for students to face difficulties in their academic progress. To support students in their higher education attainment, the ECS College places a strong emphasis on promoting student engagement, facilitating higher retention rates, and offering academic support.  My primary role as a fieldwork intern was centered on working with ECS students to plan a series of professional student development workshops.  This entry will describe 2 fieldwork projects that relate to the workshops planning.

Learning Outcomes:

SWiBAT:  Evaluate the Personality Types” workshop by analyzing student’ survey responses with qualitative and quantitative research measures and summarize the findings into a written report.

SWiBAT: Develop a survey to assess the learning outcomes of the students participating on the “Personality Types” workshop planning committee, evaluate the learning outcomes,and summarize the finding into a written report.

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO # 1	I evaluated the workshop by analyzing students’ survey responses with qualitative and quantitative research measures and summarized them into a written report	I evaluated the workshop by analyzing students’ survey responses with qualitative and quantitative research measures	I evaluated the workshop by analyzing students’ survey results with only one type of research measures either  qualitative or quantitative	I was unable to evaluate the workshop by analyzing students’ survey results with qualitative and quantitative research measures
SLO # 2	I developed a survey to assess student learning outcomes for students participating on a workshop planning,  evaluate the learning outcomes and summarize the finding into a written report	I developed a survey to assess student learning outcomes for students participating on a workshop planning and evaluate the outcomes	I developed a survey to assess student learning outcomes for students participating on a workshop planning	I was unable to develop a survey to assess student learning outcomes for students participating on a workshop planning

Evidence:

Personality Types Professional Student Workshop

http://csufworkshops.org/?page_id=9

Personality Types Workshop Assessment Report: https://docs.google.com/open?id=0By5wELYJmuCSZzNhRGZPTmFsZms

Workshop Planning Assessment Survey:

https://docs.google.com/open?id=0By5wELYJmuCSMzNFTVc4Ullmc2M

Workshop Planning Committee’s Assessment Report:

https://docs.google.com/open?id=0By5wELYJmuCSWXVmZWNxN1hOX0E

Reflection:

Planning a professional development workshop for the College of Engineering and Computer Science was a great learning experience because it provide me with an opportunity to apply educational research  practices to evaluate a student activity and assess students’ learning outcomes. I was able to achieve the first learning earning outcome at the advanced of the rubric by evaluating the “Personality Types” workshop with qualitative and quantitative research measures as well as summarizing the findings into a written report.  To evaluate the effectiveness the workshop, I analyzing students’ survey responses that were collected upon the workshop completion.  This survey evaluated the participants’ level of satisfaction with the workshop and their perceived value of the presented material as it related to their personal and career development.  To interpret the survey results, I ran basic descriptive statics in order to obtain the mean scores for each of the quantitative survey items.  For instance, I was able to conclude that 88% of the student who attended the workshop were highly satisfied with the overall workshop quality. To evaluative the qualitative results, I identified similarities in the students’ responses to the open-ended survey items and clustered them into general themes. The students reported experiencing an increase in their sense of self-awareness and understanding of others after the workshop completion.  To reflect on this project, I summarized the results into an assessment report, which can be used by other ECS staff as an aid in evaluating the entire professional workshop series in the future.

For the second learning outcome, I achieved learning at the advanced level in light of the rubric. I developed a survey to assess the learning outcomes for the students who planned the workshop, utilized the survey to measure their learning outcomes, and summarized the findings into a written report.  Since I was actively involved in collaborating with the students on the workshop planning committee throughout the fall semester, I gained the necessary insight that helped me create an instrument to assess their learning outcomes. The survey allowed me to assess which skills were acquired by these students as a result of their participation in the planning process. For instance, they reported to learning more about the benefits of working together and the importance of effective communication. The survey also helped me determine if the students found the support provided by the Dean’s Office sufficient throughout the planning process.  The ECS staff can utilize this particular survey by administering it to other students planning subsequent workshops in the future.

References

California State University, Fullerton (2011). Engineering and Computer Science. Retrieved from http://www.fullerton.edu/ecs/content/missionstatement.html

Personal Philosophy of Student Affairs

Philosophy of Student Affairs Statement 

Learning Domains:

Leadership	Social Advocacy and Justice	Education	Assessment and Evaluation	Personal Development
	X	X		X

Description:

This entry represents my personal philosophy of the student affairs profession. I will articulate a professional philosophy of student affairs practice by reflecting on the coursework I have completed for the Masters of Science in Higher Education (MSHE) graduate program and drawing on my professional development experiences gained throughout the course of the program.

Learning Outcomes:

SWiBAT: Articulate a personal philosophy of student affairs practices by integrating (synthesis) concepts from the MSHE coursework

SWiBAT:  Analyze my current personal philosophy of student affairs practice by identifying any shifts in thinking as compared to my philosophy in the first year of the program.

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO # 1	I articulated a personal philosophy of student affairs practices by integrating 5 or more concepts from the MSHE coursework	I articulated a personal philosophy of student affairs practices by integrating 3-4 concepts from the MSHE coursework	I articulated a personal philosophy of student affairs practices by integrating 1-2 concepts from the MSHE coursework	I articulated a personal philosophy of student affairs practices, but did not integrate any concepts from the MSHE coursework
SLO # 2	I analyzed my current personal philosophy of student affairs practice by indentifying 3 or more shifts in thinking as compared to my philosophy in the first year of the program	I analyzed my current personal philosophy of student affairs practice by indentifying at least 2 shifts in thinking as compared to my philosophy in the first year of the program	I analyzed my current personal philosophy of student affairs practice by indentifying at least 1 shift in thinking as compared to my philosophy in the first year of the program	I failed to analyze my current personal philosophy of student affairs practice by not being able to identify any shifts in thinking as compared to my philosophy in the first year of the program

Evidence:

Journal Entry : Personal Philosophy of Student Affairs Practice:

https://docs.google.com/file/d/0By5wELYJmuCSZDlGSE5neTkzY0k/edit

Reflection:

I was able to achieve the first learning outcome at the advanced level of the rubric by integrating 5 concepts from the MSHE coursework into my philosophy of student affairs practice.  My personal  philosophy is centered on 1) promoting holistic student learning, 2) applying effective student development theories, 3) engaging students in active involvement in college, 4) enhancing student success and retention, and 5) advocating for social justice in student learning). I achieved the second learning outcome at the advanced level of the rubric by identifying 3 major shifts in my current personal philosophy of student affairs practice as compared to my philosophy in the first year of the program.  The first shift relates to learning how I could better meet students’ needs by being informed on unique characteristics of different student sub-populations. The second shift in my thinking relates to broadening my understanding of student success by becoming aware of the factors that influence student retention and college persistence.  The third shift has occurred by becoming an advocate of social justice rather than promoting equality by advocating for fairness in the students’ education conditions (please review the Journal Entry for more information).

MSHE Graduate Coursework: California State University Fullerton

Diversity, Access and Equity Course

Instructor: Dr. Eugene Fujimoto

Learning Domains:

Leadership	Social Advocacy and Justice	Education	Assessment and Evaluation	Personal Development
	X	X		X

Description:

The purpose of the Diversity, Access and Equity Course is to examine the concepts of diversity, access, equity, multiculturalism, and pluralism in the context of education.  This entry will highlight my learning process to gain an understanding of these concepts from a historical lens and their applications to student affairs and higher education. I will describe my learning outcomes for completing three  course assignments: an interview protocol, a narrative paper, and a group video project.

Learning Outcomes:

SWiBAT:  construct (synthesis) a comprehensive interview protocol addressing cyclical issues in educational history, select a person at least 1 generation (20 years older) to represent the population under study in this class and interview him or her

SWiBAT: synthesize (synthesis) the information obtained from the interview by writing a narrative paper “Tell me Your Story” organized into multiple themes that emerged from the interview

SWiBAT: effectively work in a group to identify common tenants and themes found in the narratives from the “Tell Me Your Story” assignment and create (synthesis) a group video using I-Movie to represent the findings

Assessment Rubric:

The rubric for the first learning outcome:

	Advanced	Competent	Basic	Needs Improvement
SLO # 1	I constructed a comprehensive interview protocol addressing cyclical issues in educational history, selected a person at least 1 generation  older than me, and interviewed him or her	I constructed a well-written interview protocol addressing cyclical issues in educational history, selected a person at least 1 generation  older than me, and interviewed him or her	I constructed an acceptable interview protocol addressing cyclical issues in educational history, selected a person at least 1 generation  older than me, and interviewed him or her	I constructed a weak interview protocol that did not address cyclical issues in educational history, selected a person at least 1 generation  older than me, and interviewed him or her

The instructor’s  “Tell Me Your Story” rubric and the Video Project rubric are used to evaluate the second and third learning outcomes.

Evidence:

Interview Protocol

Tell Me Your Story Assignment

Video

Reflection:

I found the aforementioned assignments to be intellectually stimulating and influential in enabling me to achieve the desired learning outcomes for this course. Developing the interview protocol for the “Tell Me Your Story” assignment was a useful exercise. It allowed me to practice creating a set of wide-ranging interview questions that represented the key course concepts: diversity, access, equality, equity, and justice. I believe that I achieved learning at the competent level of the rubric for the first learning outcome by developing a comprehensive interview protocol that yielded noteworthy responses by the interviewee. Writing the “Tell me Your Story” narrative enabled me to successfully synthesize the information provided by my interviewee and organize it into multiple themes that emerged from the interview.  I was able to derive that the interviewee’s educational experience was impeded due to the following obstacles: her immigrant status, cultural background, social context, and institutional shortcomings.  However, she successfully overcame those struggles by staying true to her original intent as a student and aspiring for academic achievement (The full paper can be accessed here). Lastly, the video project was a great collaborative assignment that provided me with a chance to work in a small group in order to combine our individual findings into one collective story.  Although it was initially challenging to produce a video that represented each interviewee’s unique narrative, we decided to emphasize their differences as an underlying theme for the video.  Consequently, the video portrays the educational experiences of four individuals from 3 different perspectives: the international perspective, the color-blind perspective, and the person of color perspective (the video can be viewed here. Overall, I am satisfied with my learning achieved by completing this course. 

Program Evaluation Proposal

Saddleback International Program Evaluation Proposal

Course-Introduction to Educational Research

Instructor-Dr. Karen Kim 

Learning Domains:

Leadership	Social Advocacy and Justice	Education	Assessment and Evaluation	Personal Development
		X	x

Description:

This entry highlights my progress of developing an-in-depth program evaluation proposal for EDAD 510: Introduction to Educational Research course.  The main goal of this assignment was to enable me to develop the necessary knowledge and skills in order to write an effective plan on how to evaluate a given student service program.  I will describe my learning experience of writing an in-depth evaluation proposal for the International Student Program at Saddleback College.

Learning Outcomes:

SWiBAT: apply 5 research concepts learned in EDAD 510: Introduction to Educational Research course to write an effective in-depth evaluation proposal for the International Student Program at Saddleback College

SWiBAT: integrate (synthesis) the findings from a former evaluation report of the International Student Program at Saddleback College to write an in-depth evaluation proposal consisting of 5 main sections (with 2 of them being: design and methodology and limitations).  

SWiBAT: earned an A or higher on the assignment grade.

	Advanced	Competent	Basic	Needs Improvement
SLO # 1	I applied 5 or more key research concepts learned in EDAD 510 course to write an effective in-depth evaluation proposal for the International Student Program at Saddleback College	I applied 3-4 key research concepts learned in EDAD 510 course to write an effective in-depth evaluation proposal for the International Student Program at Saddleback College	I applied 1-2 key research concepts learned in EDAD 510 course to write an effective in-depth evaluation proposal for the International Student Program at Saddleback College	I was unable to apply any key research concepts learned in EDAD 510 course to write an effective in-depth evaluation
SLO # 2	I integrated the findings from a former evaluation report to write a new evaluation proposal, consisting of 5 or more main sections	I integrated the findings from a former evaluation report to write a new evaluation proposal, consisting of a program overview and assessment plan	I integrated the findings from a former evaluation report to write a new evaluation proposal that did not include an assessment plan	I was unable to integrate the findings from a former evaluation report to write a new evaluation proposal
SLO # 3	I received an A+ on the assignment grade	I received an A on the assignment grade	I received an B on the assignment grade	I received an C or lower on the assignment grade

Evidence:

Assignment Grading Information 

Program Evaluation Proposal

Reflection:

I found this assignment to be extremely beneficial to my overall understanding of educational research practices. Writing an evaluation proposal for the International Student Program at Saddleback College expanded my insight of the key elements that interplay the process of program evaluation and influence assessment techniques. When it comes to the first learning outcome, I was able to achieve learning at the competent level by effectively applying 3 key research concepts that I learned from the Introduction to Educational Research course. In my evaluation proposal, I recommended to apply the 1) pragmatic research lens by using a combination of quantitative and qualitative methods to answer the research question (Lodico, Spaulding, & Voegtle, 2010). Another concept that I incorporated was 2) a focus group approach to evaluate the effects of enrollment in an academic planning course on international students’ integration in the American college system. A focus group approach may be applicable when one is exploring the perceptions of a group of participants who share a common experience (Lodico, Spaulding, & Voegtle, 2010).  The third research concept relates to 3) surveying international students upon degree completion at Saddleback. I recommended developing an exit survey to solicit feedback from students that intends to evaluate the program effectiveness in 3 major areas: overall level of satisfaction with the services, an average length of study, and the extent to which the program was helpful in providing specific support services.  When it comes to the second learning outcome, I was able to achieve learning at the advanced level of the rubric. I successfully integrated the findings from a former International Student Program report and wrote a new in-depth evaluation proposal that consisted of the following 5 sections: a program overview, design and methodology, practical implications, limitations, and suggestions for future research.  Lastly, I met the third learning outcome at the competent level in light of the rubric by receiving 25 out of 25 points on the assignment and earning an A.  Having the opportunity to write an evaluation proposal for a student service program where I currently work enabled me to gain a comprehensive understanding of educational evaluation procedures, while also providing me with practical insight about the International Student Program at Saddleback College.

References

Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice. San Francisco: Jossey-Bass.

SEVIS WEB-Based Training

Student Exchange and Visitor Immigration System Web-based training

Learning Domains:

Leadership	Social Advocacy and Justice	Education	Assessment and Evaluation	Personal Development
X		X		X

Description:

This entry discusses the process of completing a web-based training for the Student Exchange and Visitor Immigration System (SEVIS). The purpose of this training is to gain the necessary knowledge and skills in order to assume an effective role of a Designated School Official (DSO).  The responsibilities of a DSO include carrying out various actions required to update, maintain, and retrieve international student information. For instance, a DSO is responsible for issuing an I-20, a legal immigration document required for all international students as part of their application process to obtain a student visa.  This entry will reflect my progress in expanding knowledge in federal regulations and immigration requirements that address international student matters. In addition, it will describe my learning process in relevance to gaining new skills in the area of immigration compliance.

Learning Outcomes:

SWiBAT: identify (knowledge) 6-9 nonimmigrant F-1 student visa regulations upon completion of the DSO training by grouping them into 3 main categories (becoming an international student, maintaining student status, and employment procedures)

SWiBAT: differentiate (analysis) the guidelines for the only 3 circumstances that permit students to reduce their course load from full-time to part-time

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO # 1	I indentified 10 or more nonimmigrant F-1 student visa regulations upon completion of the DSO training by grouping them into 3 main categories	I indentified 6-9 nonimmigrant F-1 student visa regulations upon completion of the DSO training by grouping them into 3 main categories	I indentified 2-5 nonimmigrant F-1 student visa regulations upon completion of the DSO training by grouping them into 3 main categories	I indentified 1 or fewer nonimmigrant F-1 student visa regulations upon completion of the DSO training
SLO # 2	I differentiated the guidelines for the only 3 circumstances that permit students to reduce their course load from full-time to part-time and described each of circumstances in further detail	I differentiated the guidelines for the only 3 circumstances that permit students to reduce their course load from full-time to part-time	I differentiated the guidelines for 2 circumstances that permit students to reduce their course load from full-time to part-time	that permit students to reduce their course load from full-time to part-time

Evidence:

SEVIS Training Certificate of Completion

Reflection:

Completing the SEVIS web-based training enabled me to strengthen my knowledge in F-1 student visa requirements and enhanced my decision-making skills in providing effective immigration advising to international students in my current role as an Admission and Records Specialist at Saddleback College.  I have increased my general understanding of the legal policies that pertain to becoming an international student in the U.S., maintaining international student status, and following appropriate employment procedures.  I have met the first learning outcome at the advanced level of the rubric by identifying more than 10 (14 total) F-1 immigrations requirements and created a matrix tables by grouping them into 3 main categories.  In addition, I was able to successfully differentiate between the only 3 immigration guidelines that permit F-1 students to reduce full-time course load: 1) academic difficulties, 2) medical conditions, and 3) completion of a course of study. Academic difficulties may be approved as a reason for reducing course load if a student experiences an initial difficulty with the English language or reading requirements, unfamiliarity with U.S. teaching methods, or improper course level placement (U.S. Immigrations and Customs Enforcement, n.d.).  An authorization for a reduced course load due to academic difficulties is limited to one term at each program level. The guidelines for reducing course load due to medical conditions state that F-1 students with documented medical conditions can take a reduced course load (or no course load at all) if they provide the Designated School Official (DSO) with appropriate documentation from a licensed medical doctor (U.S. Immigrations and Customs Enforcement, n.d.). This type of authorization period cannot exceed a total of 12 months per program level. Lastly, F-1 students in their final term of studies are not required to be enrolled full-time. They are permitted to take the amount of units needed to graduate (U.S. Immigrations and Customs Enforcement, n.d.).  As a result, I accomplished the second learning outcome at the advanced level of the rubric by differentiating the guidelines for the only 3 circumstances that permit students to reduce their course load and described each of circumstances in further detail.  Overall, completing the SEVIS web-based training empowered me to become more competent at providing effective immigration advising in my daily practice to prospective and continuing students at Saddleback College.

References

U.S. Immigrations and Customs Enforcement (n.d.). Student and Exchange Visitor Program: Training for Designated School Officials. Retreived from: http://www.ice.gov/exec/training/