Month: September 2005

My summer practicum is almost over. I had a great time learning about the Study Table’s Tutoring program. WR and MD are terrific practicum advisors. If they read this, they will certainly chuckle a little bit. My assessment project was extremely self-directed. I took some study table information, coupled it with Data Warehouse data and wound up proving that the Academic Success Center’s Study Tables are extremely effective at increasing student grades.

I truly enjoyed my conversations/meetings with WR. We would brainstorm new and creative ways to gather data (audio recordings via my mp3 player for example) and we would also discuss other topics in higher education. I can only hope that my next practicum will be as beneficial to my development. WR and I talked at length regarding the structure of my practicum. I was on my own a lot. Our weekly check-ins would ramble on for well over an hour because we needed time to reflect on what I was up to and to speak about the direction of the project. I had never before used my techie skills and my student affairs skills (I sound like Napoleon Dynamite!) in such a way before.

The project went like this:

• 1. Gather Study Tables attendance sheets to determine attendee frequency.
• 2. Group attendees into 3 segments – Regulars, Non-Regulars, and Did Not Attends (DNA’s)
• 3. Gather student data via Data Warehouse using CRN’s
• 4. Filter and Sort Data using Excel (I learned an amazing amount of tricks and tips with Excel. I now heart Excel!)
• 5. Calculate percentages of involvement and grade averages
• 6. Write up reports to send to WR and MD after figuring out that the study tables (especially Math 111) are good for your grades.
• 7. Move to stage 2 of the project…surveying students for specific information re: Math 111 Study Tables.
• 8. Write up a phone survey script after conferring with WR about wording and what data he wanted.
• 9. Figure out a way to record phone conversations via my mp3 player. (I ended up using the ASC’s conference phone. My office looked like a recording studio!)
• 10. Create and Design an online survey for those students who are not called or are unavailable when called.
• 11. Test the survey – WR, MD, and DB all had input re: the phone survey. The online survey used the same questions.
• 12. Call students. I called 20+ students and recorded 4. The 4 that I interviewed were amazingly honest and gave in depth answers.
• 13. Send out the online survey. Once again I relied on QuestionPro.com for online survey functionality. They are awesome.
• 14. Burn an audio cd for later transcribing.
• 15. Gather a final report from QuestionPro.com of all the open-ended survey responses.
• 16. Derive themes from audio and written data. (Unfortunately, I will miss this part because I am out of hours and time. Assessment projects soak up time faster than a sponge in the ocean!)

This project will go down in my history books as my second assessment project and my first successful project in that it was very personally fullfilling. The first project (for my assessment class) was personally very taxing but the process was enriching. It was very rewarding to be able to contribute data/analysis of a successful project so that the ASC can report to the president that they are indeed a success. This project went by so fast. The amount of data crunching and people skills required to complete my part of the asssessment drained my introverted energies :-)

The ASC is a great place to have a practicum. They gave me an office and treated me like I was one of the staff. They even put my name on the entrance sign on the ground level of Waldo. MD and WR are like development concentrate. My 90 hours with them was invaluable. I feel that I have a better understanding for what it takes for students to succeed in college. One of the shining moments of my practicum was the joy of a student who had received a C in Math 111. They were overjoyed and it was all because of a study table program here at OSU. I know I’m gushing, but it’s true, the ASC rocks!!!

OSU Office of Student Conduct learning contract:

Learning Objectives

• To gain experience in student conduct.
• To gain an understanding of conduct models, theory, and practice
• To have a basic understanding of student conduct at Oregon State University
  .

Goals

• Develop the competencies of:

• 1c. Standards of good practice in student affairs and ethical responsibilities
  of the student affairs professional
• 2a. Transitional issues faced by students before and after their tenure
  in higher education settings
• 2b. The various and changing needs, goals, affinities of students
  within varied higher education settings (i.e. community college, private,
  public, etc)
• 2c. The diversity of student populations including, but not limited
  to, age, socioeconomic status, gender, race, and ethnicity, language,
  nationality, religion or spirituality, sexual orientation, ability, and
  preparedness
• 2d. Theories related to student development and potential practical
  applications
• 3c. Organizational structure, dynamics, and leadership
• 3d. Legal issues critical in guiding and influencing practice
• 4a. Design and implement thorough assessment efforts including the
  identification of new key questions, resources, and target populations
• 4b. Create instruments and/or protocols for assessing important questions
• 4c. Credibly convey key findings and recommendations to stakeholders
  and constituents
• 5a. Design original programs including the identification of resources,
  needs, and goals
• 6a. Develop and share ideas an concepts to students, staff, or faculty
  groups outside of the CSSA classroom
• 6b. Incorporate original and innovative techniques that are appropriate
  and engaging in sharing these ideas
• 6c. Reflect on the experience and make constructive changes and improvements
• 7a. Positively manage, develop, and engage in working relationships
  with faculty, staff, and students across functional and institutional
  boundaries.
• 7b. Initiate and participate in working alliance and teams with a
  wide range of people across cultural boundaries.
• 7c. Take on key leadership roles though these partnerships and collaborations
• 7d. Serve as advocate, counselor, and/or advisor to students or student
  groups
• 7e. Manage and/or mediate conflict, crisis, or problematic circumstances
• 8a. Seek out a comprehensive and well-rounded graduate and professional
  experience
• 8c. Reflect on graduate, professional, and personal development experiences
  toward greater self-understanding
• 8e. Engage in thoughtful career planning and decision making exercises
• 9a. Awareness of one’s cultural heritage and how it affects
  identity development, world views, values and assumptions
• 9b. Knowledge of systems of privilege and oppression as well as knowledge
  of groups and individuals who are different from self
• 9c. Skills to challenge and support individuals, groups and organizations
  in a manner that maximizes multiculturally sensitive and appropriate
  practices
• 9d. Ability to identify areas of personal and professional growth
  in improving one’s own multicultural competence

Duties and Responsibilities

• Periodic meetings with practicum supervisor.
• Attending Impact classes
• Participating in Informal Hearings
• Participating in Formal Hearings
• Job Shadowing
• Attending the Oregon Judicial Officers meeting
• Serve on the Student Conduct Committee

Performance Evaluation

• Exhibit professional growth and competence through self-reflective journaling
  via an online journal/blog.
• Fulfill 90 hours of practicum experience.

Odyssey and Academic Success Learning Contract:

Learning Objectives

• To gain experience in teaching first year students success skills at the
  university.
• To gain an experiential understanding course planning and implementation.
• To have a basic understanding of teaching at Oregon State University .

Goals

• Growth as a professional and a teacher.
• Develop the competencies of:

• 2a. Transitional issues faced by students before and after their tenure
  in higher education settings
• 2c. The diversity of student populations including, but not limited
  to, age, socioeconomic status, gender, race, and ethnicity, language,
  nationality, religion or spirituality, sexual orientation, ability, and
  preparedness
• 3c. Organizational structure, dynamics, and leadership
• 6a. Develop and share ideas an concepts to students, staff, or faculty
  groups outside of the CSSA classroom
• 6b. Incorporate original and innovative techniques that are appropriate
  and engaging in sharing these ideas
• 6c. Reflect on the experience and make constructive changes and improvements
• 7a. Positively manage, develop, and engage in working relationships
  with faculty, staff, and students across functional and institutional
  boundaries.
• 7b. Initiate and participate in working alliance and teams with a
  wide range of people across cultural boundaries.
• 7e. Manage and/or mediate conflict, crisis, or problematic circumstances
• 8a. Seek out a comprehensive and well-rounded graduate and professional
  experience
• 8e. Engage in thoughtful career planning and decision making exercises

Duties and Responsibilities

• Periodic meetings with practicum supervisor and other students teaching
  ALS courses.
• Development and implementation of course syllabus.
• Instruct both Odyssey (Fall 2005) and Academic Success (Winter 2006)

Performance Evaluation

• Exhibit professional growth and competence through self-reflective journaling
  via an online journal/blog.
• Fulfill 90 hours of practicum experience.