Summer 2021 E-Portfolio Entries
Showcasing my experiences, student learning outcomes & professional development throughout my third semester of graduate school.
Tell Me Your Story - Presentation & Summary
Learning Domains: Personal Development, Social Justice & Advocacy
Learning Outcomes:
Student will be able to describe the insights of interviewee’s stories and lived experiences.
Student will be able to analyze narrative data to glean insights into the educational experiences of the subjects clearly addressing the protocol
Evidence (click each image to enlarge and read description - hover over image once enlarged for text to appear):
https://www.canva.com/design/DAEjiGkqgGY/0YxiCusIbNJnPTXVeL24yw/view?utm_content=DAEjiGkqgGY&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton (Presentation link)
Reflection:
The purpose of this assignment was to explore the interviewee’s educational experiences and self-perceptions as a learner. Students will share interview highlights in class describing the themes that emerge based on class themes of diversity, equity, and access. I chose to interview my supervisor in my GSA position, Hathiya Chea. I chose her because in the year that we have been working together, she has already become such an incredible mentor to me and I wanted to know more about her educational journey to see what lived experiences led to her having the qualifications to being the coordinator for the Asian Pacific American Resource Center at CSUF. As much as I would also liked to have interviewed a family member, no one in my family ever attended college.
Interviewing Tia was truly eye opening. As someone who is an observer, I have come to notice a lot about how Tia carries herself, how she acts as a leader, and how she leads dialogues. Everything I had come to notice was reflected upon in her educational journey and called back to specific instances that contributed to the person she is today. For example, i have always noticed that Tia does get very nervous speaking in front of large groups and tends to talk a little fast to be able to move on quicker. In our interview, she mentioned that during her time in graduate school, she was the only Asian identifying student in her cohort in a predominantly White program and school. She would get teased for her accent by her peers, or constantly have professors correcting her on the proper pronunciation to say things which caused her to have a fear of public speaking that has still persisted to this day. I was also able to hear about the experiences that led her to have such a strong desire for supporting APIDA students and what contributed to her leadership style. It opened my eyes to why she is such a great mentor to myself and the students within the Asian Pacific American Resource Center.
Research Paper - Minoritized student leaders
Learning Domains: Education, Social Justice & Advocacy
Learning Outcomes:
Student will be able to collaborate with all members of the group.
Student will be able to analyze qualitative data to develop emerging themes.
Student will be able to develop interview protocol for participants of the study.
Evidence (click on each image to enlarge and read description - hover over image once enlarged for text to appear):
Reflection:
This year, in EDAD 522: College Student’s Characteristics and Cultures, we were tasked with completing the second portion of our literature review assignment from EDAD 510, which was to begin and complete the research portion and interview students for our topic of Minortized Student Leaders.
For the first learning outcome, I collaborated with my team members effectively to be able to complete the necessary action items for the research. I sometimes did take a domineering approach which is something I need to work on in relation to collaborative and leadership skills. When voicing my opinions on something that I feel should be changed or worked on, I need to ensure my tone and how I phrase it is well received and does not come across as me taking leadership above the rest of the group members.
For the third learning outcome, I believe we were able to create effective protocol to get at the heart of what we wanted to learn from our participants, which is how their institutions are supporting them and their identities in their leadership roles. This has been shown through the responses of our participants. All of them were able to understand each question and draw upon their experiences as minoritized student leaders to describe institutional support and workplace relations. From there, our group spent sufficient time in analyzing responses to identify codes that can be converted into emergent and divergent themes for each question.
Graduate Student work for APARC: End of the Year Report
Learning Domains: Education, Personal Development, Assessment
Learning Outcomes:
Student will be able to assess all of APARC’s programs to develop an end of the year report for the 20-21 school year.
Student will be able to highlight strategies that both worked and not worked for engaging students.
Evidence (click each image to enlarge and read description - hover over image once enlarged for text to appear):
Reflection:
During this summer, for my work at the Asian Pacific American Resource Center (APARC) I was tasked with filling out key components of our center’s end of the year report for the 20-21 academic school year. This required me to establish our centers goals, highlight engagement strategies, establish learning outcomes for our signature programs (6 in total), and look at the student assessment reports for all of our programs (40+) to accurately depict student engagement and their sense of belonging at APARC events.
This task was very helpful to my overall personnel development because in the future, I will potentially have to create a end of the year report for whichever department I end up working in and presenting it to different staff members/departments to showcase the impact of my work and continue to receive funding. It also allowed me to do more work in assessment and drawing upon the data to create accurate and meaningful data centered around our community of students. It also allowed me to depict shortcomings as well which has given me inspiration on to how we can make things better for our students for the next upcoming year, as well as convey those strategies to my supervisor.