Compartiendo Sueños / Sharing Dreams

Maywood Education Fair 2015 

Description: Students in the MSHE program are tasked with a service-learning project in which they plan and implement an education fair in the city of Maywood, CA with the goal of creating a college going culture. This year Cohort 7's theme for the fair was Compartiendo Sueños (Sharing Dreams) and utilized Tara Yosso's Community Cultural Wealth model as it's theoretical framework. As a member of the Middle School Committee, I was tasked with creating developmentally appropriate interventions for middle school students.

Date/Semester: Fall 2015

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

Learning Outcomes:  

Student will be able to utilize Yosso's Community Cultural Wealth (CCW) and other relevant theories as a framework for middle school interventions.

Student will be able to create clear, culturally, and developmentally appropriate materials for middle school interventions.

Assessment Rubric:

	Advanced	Competent	Basic	Poor
SLO #1	Student utilized CCW as a framework for interventions. Student incorporated multiple relevant theories and demonstrated great depth of understanding with regard the Maywood community and middle school students.	Student utilized CCW as a framework for interventions. Student incorporated  relevant theory or theories and demonstrated some understanding of both Maywood community and middle school students.	Student utilized CCW as a framework for interventions. Student did not incorporate other relevant theories or utilized theories that do not apply to middle school students. Student demonstrated basic understanding of Maywood community and/or middle school students.	Student did not utilize CCW as a framework for interventions.  Student demonstrated lack of understanding of Maywood community and/or middle school students.
SLO #2	Student created clear and visually interesting materials for middle school interventions that were both developmentally appropriate and culturally appropriate. All materials were readily available in English and Spanish.	Student created clear and visually interesting materials for middle school interventions that were both developmentally appropriate and culturally appropriate.	Student created clear and visually interesting materials for middle school interventions. Materials were developmentally appropriate but not culturally appropriate.	Student did not create materials for middle school interventions or materials featured several errors or unclear directions.

Evidence:

Resource Fair Passport
Middle School Pathway to College Worksheet

 

Reflection: 
For SLO #1 I rated myself as competent because I felt that I was able to utilize both Yosso's Community Cultural Wealth model (2005), Bandura's self-efficacy theory (1976, 1994), and Rendon's validation theory (1994) as a framework for understanding both the community of Maywood and the specific needs of it's middle school students. As a committee, we researched both the community of Maywood and middle school aged students prior to creating our interventions.

For SLO #2 I rated myself as competent. While I was pleased with the visual aspect of the materials I created, I do feel that they were not completely appropriate for the context as they should have been translated into Spanish. While the students who participated in our workshop indicated that they spoke and read English, our committee intended to provide all materials in both English and Spanish in the event that a student preferred or required Spanish but also so that these students would be able to show these materials to their parents (many of whom speak only Spanish).