Fieldwork - Fall 2015

Fieldwork Experience– Diversity Initiatives & Resource Centers

Description: Students in the MSHE program at CSUF are required to complete a total of 400 fieldwork hours in their second year of the program. The 400 hours are divided into two semesters (200 hours per semester) in which students work under the supervision of an experienced student affairs professional.  During Fall 2015, I completed my fieldwork at CSUF in the Diversity Initiatives and Resource Centers (DIRC) department under the supervision of Dr. Joy Hoffman, Director of DIRC.

Date/Semester: Fall 2015

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

Learning Outcomes:

SLO #1: Student will be able to articulate the components/nuances of a bias incident and how campuses similar to CSUF address these incidents.

SLO #2: Student will be able to demonstrate understanding of the role of a cultural center and/or diversity initiatives by the end of the semester.

Assessment Rubric:

	Advanced	Competent	Basic	Poor
SLO #1	Student articulates the components of a bias incident with a strong level of understanding of campus response to bias incidents. Student’s report demonstrates this level of understanding and incorporates theory or provisions for incorporating theory into practice.	Student articulates the components of a bias incident with a strong level of understanding of campus response to bias incidents. Student’s report demonstrates this level of understanding.	Student is able to describe the components of a bias incident with some level of understanding of campus response to bias incidents. Student’s report demonstrates this level of understanding.	Student is unable to describe the components of a bias incident. Student does not complete fieldwork hours or does not complete report.
SLO #2	Student defines and describes role of a director with relevant examples from observations and conversation.  Reflection includes connections to theory (including organizational leadership). Student demonstrates strong understanding of diversity work and the nuances of the role of a director in diversity work.	Student defines and describes role of a director with relevant examples from observations and conversation. Student demonstrates strong understanding of diversity work.	Student defines role of a director with some examples from observations. Student demonstrates some understanding of diversity work.	Student is unable to define or describe the role of a director. Student does not demonstrate understanding of diversity work.

Evidence:

Reflection and Analysis of Fieldwork Experience

NASPA Webinar in response to student protests of racism on college campus.

Reflection:

For SLO #1 I have rated myself as “Competent.” Although I was able to demonstrate understanding of the nuances a bias incident and bias incident protocol, I did not incorporate theory or provisions for incorporating theory into practice into my report.  Although I did discuss the application of theory in my reflection journals and final paper, I did not include it in the report as I learned that this was not essential for this type of report.  A more meaningful rubric for this project would include: “student demonstrates understanding of organizational structure and institutional culture of CSUF by making appropriate recommendations for the development of a bias incident response team and protocol.” If this were incorporated into my rubric I feel that I may have reached advanced for this SLO.  This is due, in large part, to my ability to discuss my research with my fieldwork supervisor to develop a better understanding of how my findings would apply to CSUF.

For SLO #2 I have also rated myself as falling between “Competent” and “Advanced.” I feel that my reflection journals and final paper demonstrate an understanding of both the role of a director and the role of diversity work on a college campus.  My learning was based on both observation and conversations with the director.  However, the area in which I did not reach “Advanced” was making connections to student development theory and organizational leadership theory.  My attempts to do this in practice were rather limited and unsuccessful. In contrast, my reflection journal and final paper demonstrate my engagement with both student development theory and organizational leadership theory in understanding my learning and experience at DIRC.