♦ Quality Programming ♦
Graduates should be able to design and implement high quality and multi-faceted student programs which enhance student learning and personal development. Specifically, students should be able to demonstrate:
- the skills necessary in conducting accurate needs assessment;
- an understanding of the dynamics involved in student learning in the co-curriculum;
- the ability to write program mission statements and to articulate desired student learning outcomes;
- the ability to design and implement creative and effective student programs.
Brandon Hill’s course on Learning in the Co-curriculum redefined my definition of quality programming, enriched my teaching toolbox, and provided me with a new respect for the countless learning opportunities provided outside the classroom on college and university campuses. I now believe that every deliberate effort, that fulfills a student need, is grounded in theory or based on good practice, and is honestly and systematically evaluated, is programming in the context of this competency.
- In my role as the College Recruitment and Outreach Coordinator, I meet with and provide College of Engineering presentations to hundreds of potential students and their families, teachers, and counselors, annually.
Outreach overview
SBCC to UCSB eligibility and admissions handout - As the Transfer Admissions Analyst and Academic Advisor for the College, I review every transfer admission application (~550-600 annually) and guide all new transfer students through their first academic year at UCSB. Due to the complex articulation process, I review all transfer records and create an admissions assessment listing remaining major requirements and a schedule of proposed courses for the students’ first year at UCSB.
ChE Transfer Assessment form - In 2004, the Engineering Honors Program only provided priority registration, scholar’s hall housing and graduate library privileges. The Associate Dean agreed that ‘an actual program’ would compliment the experience of this college population and I volunteered to design a program for the students with Honors status.
Honors Program Proposal - I presented ‘The History of Student Affairs and the Principles of Good Practice for Student Affairs’ at the state conference for the University of California’s Academic Advisors in May 2006. The majority of advisors in the system do not have degrees in Student Affairs, so the information was new to most attendees. The feedback from the 2006 conference included the following:
- ‘thanks for the best presentation of the conference. The material was enlightening, your manner entertaining, the resources in Student Affairs handout invaluable’.
- ‘thank you for helping me better understand my profession’
- ‘the most informative talk of the conference so far’