Philip Gilbert's Portfolio

Spring 2021 E-Portfolio Entries

Showcasing my experiences, student learning outcomes & professional development throughout my second semester of graduate school.

Assessment of the barriers to online learning facing APIDA students

• Learning Domains: Assessment & Evaluation

• Learning Outcomes:

  • Student will be able to conduct an assessment of a specific student group and functional area of interest.

  • Student will be able to analyze data and present findings to a practitioner

• Evidence (click each image to enlarge and read description - hover over image once enlarged for text to appear):

https://tinyurl.com/APIDABarriers21 (Survey link)

• Reflection:

While this was a group project, I initially chose to do this assessment by myself because I really wanted to focus my assessment on the APIDA student community at California State University, Fullerton. When planning out the idea, I decided that I wanted to focus my attention to different barriers to online engagement that students might be facing after speaking with someone on my own barriers to attending programming and workshops held by HELO and other departments online. From there, I decided on APIDA student barriers to online learning and my fellow group members joined later on.

We had a tough time figuring out the best ways to dis aggregate the data and create questioning in a way that would be inclusive of all APIDA identities. I believe that we managed to do so thanks to the feedback from Dr. Lundberg as well as reaching out to the coordinator the Asian Pacific American Resource Center and faculty within the Asian American Studies department at CSUF with whom we also shared our data with. Our group’s predictions were correct in that APIDA students are going to less programming this year due to it being online as well as different barriers preventing them from doing so (such as no private space at home, lack of stable WiFi, zoom fatique, etc), but we were surprised to find that the reasons varied between academic years and that ethnic groups typically enjoyed the same type of programming (ex. Filipino students across all academic years preferred social events). I believe this project showed our group the need for various types of assessment to highlight student voices as well as that assessment topics could be very broad or narrow in scope, but should always be done to capture student experiences and how departments can improve to meet the needs of our students.

Proposal for 2021 naspa western regional conference

• Learning Domains: Education, Social Justice

• Learning Outcomes:

  • Student will be able to draft and design a proposal for a NASPA western regional conference

  • Student will be able to work collaboratively with others on various aspects of the proposal and communicate with them effectively

  • Student will be able to draw from readings, assignments, and theories learned in classes this semester to have as a foundation for our proposal.

• Evidence (click on each image to enlarge and read description - hover over image once enlarged for text to appear):

• Reflection:

This year, in EDAD 523: Student Learning and Development we had an assignment where we were to interview a fellow classmate on their undergraduate experience to enhance our listening skills as well as be able to apply their experience to theory and practice. I was partnered with Maria Rivera and from our interviews, I realized we had similar experiences in our undergraduate experience in terms of identity development and our journeys to being who we are today. After the assignment was completed, I reach out to Maria to see if she would be willing to collaborate with me on a proposal/presentation for the next NASPA conference and if anything could be drawn from our similar stories and identities. I knew I had always wanted to submit a proposal to potentially present at NASPA, but this assignment and listening to her story hit me with a wave of ideas and inspiration to reach out to see if this can be done together. She also had a similar goal and from there we started to meet frequently to be able create a program we could potentially present at NASPA.

For the first learning outcome, after months of planning, we were successful in achieving our goal and submitting a conference idea for the next NASPA Western Regional Conference in November. We remain hopeful that it will be approved. For the second learning outcome, I realized there is still work that needs to be done on my end in terms of communicating effectively with those I am collaborating with. Each time I would share my ideas, I tended to ramble and lost focus of the points I was trying to make due to the amount of different ideas I had in my head and so they tended to cross one another in my speaking leaving Maria to discern at the different points I was trying to get at. I jotted my ideas down ahead of time, but did not put concrete details just key phrases of my ideas and that was what was getting me lost. Moving forward, if the proposal is accepted and we begin the work of creating the presentation, I will know to write down all of my ideas with key facts and concise points so that I may bring them up effectively and make the work easier for my teammate. Lastly, for the third learning outcome, Maria and I went through all of the readings constantly to draw inspiration from for proposal ideas and how to put theory to practice. We also did a lot of outside readings as well on various topics such as intragroups, to figure out our idea and how we would go about presenting it to SA professionals. Our topic changed a number of time, but finally decided to land on something from out literature review project in EDAD 510 about minoritized student leaders and how they have been supported by institutions they serve during Covid-19 and a year of racial turmoil.

Graduate Student work for APARC: Planning and leading dialogues for APIDA Heritage Month

• Learning Domains: Education, Personal Development, Social Justice & Advocacy

• Learning Outcomes:

  • Student will be able to plan and implement various programs and workshops centered around the theme of “Reflecting on Our APIDA Narratives” for CSUF’s APIDA Heritage Month in April 2021

  • Student will be able to lead dialogue effectively in discussions around the recent rise in APIDA hate crimes as well as support and uplift our student’s voices.

  • Student will be able to draft a statement on a call to action for CSUF students and faculty on stopping APIDA hate on behalf of APARC

• Evidence (click each image to enlarge and read description - hover over image once enlarged for text to appear):

Reflection:

This year, the APIDA community nationally and abroad has experienced a rise of racial violence towards them due to the pandemic. At the end of March, 8 people were killed, 6 of them Asian women in a mass shooting in Georgia that was racially motivated and targeting Asian women. The history of my community being attacked is not new, but media attention brought this matter to light after this incident and began the #STOPAPIHATE movement. As the Asian Pacific American Resource Center at California State University, Fullerton our students looked to us to help support them and make sense of everything that was happening during these trying times. As someone who was still trying to process how they felt about everything, I had to shift gears to be a leader for our students and help re-shift our plans for programming for APIDA Heritage Month.

For the first and second learning outcome, I got together with my student leads and other student leaders on campus to plan and hold discussion on the recent attacks and provide space for our students to share and speak their feelings on the matter. I helped to lead conversations on ally-ship, and help push the narrative of stopping APIDA hate forward and guided my students during the planning process on being inclusive and intentional. I collaborated with APARC’s programming activity student leads on designing the heritage month calendar, and again, making sure they were being intentional in the spaces they want to hold. I collaborated with the APARC coordinator on faculty partner events as well. I also helped to come up with the theme of “Reflecting on Our Narratives”. I also created discussions and workshops for peer mentors that reached out to APARC and went to different events they would host to speak on allyship, how they can support those who are hurting, and provide resources for students who were not connected APARC. For the third learning outcome, my supervisor asked me to write a statement APARC could put on their newsletter, email to students, and on our social media regarding our stance on the recent rise of APIDA hate crimes. As mentioned earlier, I had to shift gears in sorting out my feelings to be a leader and a voice for students as well as APARC. When drafting the statement, I wrote how I personally felt and in a way it was me sorting my feelings on the matter and my personal message to folx who read it on my stance on APIDA hate. I then took that draft and shifted to align with APARC’s mission statement of being a space for students to stand together. The result is the statement you see in the picture above after many edits, and shortening down to receive approval from my supervisor and other departments.