Tell Me Your Story

EDAD 524: “Tell Me Your Story” Assignment

Description: This assignment required students to: develop an interview protocol, interview a member of his/her family (at least 20 years older than student), and identify themes that emerged from the interview that relate to diversity, equity, and access. The assignment also required students to reflect on his/her personal experience in light of the interview.

Date/Semester: Summer 2015

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

Learning Outcomes:  

Student will be able to identify themes relating to diversity, equity, and access in the interviewee’s narrative

Student will be able to reflect on and identify how the interviewee’s experience has influenced her own experience.

Assessment Rubric:

	Advanced	Competent	Basic	Poor
SLO #1	Student does identify themes in the narrative. Themes demonstrate profound understanding diversity, equity, and access.	Student does identify themes in the narrative. Themes adequately relate to diversity, equity, and access and demonstrate some understanding of the concepts.	Student does identify themes in the narrative. Themes do not relate to diversity, equity, and access.	Student does not identify themes in the narrative.
SLO #2	Student demonstrates thoughtful reflection on the narrative and makes meaningful connections between the narrative and her own experience. Student also incorporates historical context in the reflection to provide synthesis of the course content.	Student demonstrates thoughtful reflection on the narrative and makes meaningful connections between the narrative and her own experience.	Student does reflect on the narrative but does not explore how the narrative has influenced her own experience.	Student does not reflect on and/or identify how the narrative has influenced her own experience.

Evidence:
Tell Me Your Story

 











Reflection: 
This assignment was challenging because it required me to think critically about my family and their history. However, as challenging as it was to get my grandmother to open up to me and talk about her educational experiences, the experience was far more rewarding than I could have imagined. Not only was I able to make connections between her story and the timeline of American education and education in California specifically, but I was also able to make connections to my own experience. It was especially rewarding to be able to articulate openly to my grandmother the impact she has had on me and my education. While she may not have completed formal education beyond eighth grade, she was my example of life-long learning before I knew what it was.