Fieldwork: Chapman University Cross Cultural Engagement

Fieldwork: Chapman University Cross Cultural Engagement

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 Chapman University in the Cross Cultural Engagement department under the supervision of Leticia Romo, Assistant Director of Cross Cultural Engagement. My fieldwork experience at Chapman included the planning and implementation of the institutions second annual "We Are Chapman" retreat centered on leadership, identity, and social justice.

Date/Semester: Spring 2016

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

Learning Outcomes: 

1. Student will be able to develop and assess a series of workshop activities related to identity, diversity, and social justice
2. Student will be able to apply knowledge and skills developed throughout the MSHE program during the implementation of workshops and training. 

Assessment Rubric: 

Evidence:

 

Reflection:

For SLO #1 I have rated myself as falling between "Basic" or “Competent.” While I did utilize theory and a needs assessment to design workshops for "We Are Chapman" I must admit that I did not actively and intentionally utilize the P-T-P model. The activities I developed were theory informed and effectively connected themes of identity, diversity, social justice, and leadership. While I did develop an assessment plan, I am unsure as to whether this was implemented because I have restricted access to some of the information as an "intern" at Chapman. This semester was challenging as I felt more distracted and divided than my different obligations than ever before. Studying for the comprehensive exam, working at CSUF, and completing fieldwork at Chapman were competing for my attention which in this case may have lead to my "cutting corners" when it came to utilizing P-T-P. This experience has taught me that when you are pressed for time or under pressure you may rely on habit more than theory and new knowledge and therefore I should work to make utilizing theory, P-T-P, and other elements of the program part of my habit or "professional judgement."

 

For SLO #2 I have rated myself as “Competent." As I worked to plan and develop activities for the leadership retreat I was careful to draw from knowledge of student characteristics and cultures and student development theory. This included the above mentioned theory informed workshop activities and the actual facilitation of these activities at the "We Are Chapman" retreat. I led one section of the retreat and facilitated a small group of eight students for the remainder of the program. As I engaged in conversation with these students I felt myself connecting their words to psychosocial and identity development theories. While I felt the knowledge I have gained in the classroom supporting my work at Chapman, I found that when I was challenged by a student I relied more on what I had seen modeled by my supervisors, especially Dr. Joy Hoffman. This particular student  did not want to participate in the activities because he felt that a color-blind approach would provide a more inclusive community and that leadership did not in fact have anything to do with identity. I recalled conversations I had in the past with Dr. Hoffman regarding these kinds of difficult conversations and in the moment I acknowledged his opinion but also requested that this student take into consideration what others in the group were sharing about their identities and how they do in fact relate to their leadership style and involvement. By not shaming this student I was able to call him into the conversation and maintain the open space for dialogue about identity and diversity.