1 / 57

Transforming Learning Spaces Through Engaged Pedagogy

A Presentation by UCSD SPACES Student Promoted Access Center for Education and Service. Transforming Learning Spaces Through Engaged Pedagogy. Students Take Action:. Student Initiated & Student Run Center. SPACES’ Mission.

khanh
Download Presentation

Transforming Learning Spaces Through Engaged Pedagogy

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A Presentation by UCSD SPACES Student Promoted Access Center for Education and Service Transforming Learning SpacesThrough Engaged Pedagogy

  2. Students Take Action: Student Initiated & Student Run Center

  3. SPACES’ Mission • The mission of the Student Promoted Access Center for Education and Service (SPACES) is to act as an empowering dynamic on campus where UCSD students collaborate to achieve greater educational equity. This encompasses: • Equal access to higher education • Undergraduate retention and graduation • and Matriculation to graduate and professional schools. • SPACES values the power of student initiated action and organizing by providing an environment for student growth and development and thus is a foundation to create leadership and unity through community engagement. • SPACES shall serve as the center for student-initiated access and retention projects at the university. Student Initiated Access Programs and Services (SIAPS) shall exist as the “access” component to SPACES. The Academic Success Program (ASP) shall exist as the “retention” component to SPACES

  4. SPACES Structure

  5. Current Leadership Structure • (4) SPACES Co-directors • Director of Financial Affairs • Director of Internal Affairs • Director of Local Affairs • Director of Statewide Affairs • (2) ASP Co-coordinators • Focus primarily on ASP • Serve on SPACES Board of Directors • (2) SIAPS Co-coordinators • Focus primarily on SIAPS • Serve on SPACES Board of Directors

  6. Cycle 5: 22 Paid Internships • (12) SPACES Access and Retention Internships • APSA Community LEAP Access Coordinator • APSA Community Retention Coordinator • BSU SEMPORA Access Coordinator • BSU SEMPORA Retention Coordinator • KP CORE Coordinator • KP STAR Coordinator • MEChA SIGUE Coordinator • MEChAXoxotlani Coordinator • QPOC We Are Family Access Coordinator • QPOC We Are Family Retention Coordinator • Transfer Access Coordinator • Transfer Retention Coordinator

  7. Cycle 5: 22 Paid Internships • (10) SPACES Center Internships • ASP Booklending Coordinator • Campus Diversity Engagement Coordinator (2) • Four Directions Native American Community Coordinator (2) • Practicum Coordinator (2) • The Collective Voice Co-Editor-in-Chief (2) • Web Design & Marketing Coordinator

  8. access | retention

  9. Student-Initiated Access Programs & Services (SIAPS) SPACES’ Access Component

  10. What is Access? • Outreach = “drop-in, drop-out” programs • Work with students on a one-time basis. • Recognizes that socio-historical factors (i.e. redlining, teacher discrimination, model minority myth) have produced disparate educational opportunities. • They tend to overlook the deeply embedded structures that have produced inequitable educational outcomes. • Access = provide tools and resources to make the path to higher education more equitable. • Offer personal help for students and more in-depth guidance. • Relationship with students are prolonged and sustained. • Recognizes that socio-historical factors (i.e. redlining, teacher discrimination, model minority myth) have produced disparate educational opportunities.

  11. SIAPS’ Mission • SIAPS serves to encourage and support creative student-initiated programs and services that increase access to higher education for historically underrepresented and underserved students. • Through affirming identities, developing academic success, and providing resources, SIAPS shall empower students to create profound changes in their communities and in the world. SIAPS is committed to supporting all student efforts that match this purpose at the University of California, San Diego.

  12. Year-Long Access Programs • These Year-Long Programs are run with their own goals in mind that are consistent with the SPACES mission. They include but are not limited to: • Mentor-mentee programs • Weekend workshops on SATs/AP exams • Tutoring programs • Shadow Days

  13. High School Conferences • These are one-day conferences that invite high school students to UCSD to learn more about how to get into college, explore topics not discussed in the high school classroom, and connect with current UCSD students.

  14. Summer Summit • This program invites students from 4th and 5th quintile high schools in the San Diego region to help develop and strengthen students interpersonal skills, while at the same time learn and experience the university atmosphere.

  15. Overnight Program • This yield program provides select admitted high school seniors from San Diego, Los Angeles, Riverside and San Francisco/Bay Area to get a more personal experience of UC San Diego beyond Triton Day. • Students are paired with current UC San Diego students, attend workshops, and tour the campus. • This year’s program is: April 5-7, 2012

  16. Overnight Program • This program through the years has made a positive impact on its participants. “I’m so glad that I was able to participate in this program. I met lots of new people and I learned information that I couldn’t have found on my own or otherwise would not have ever known without a firsthand account. I look forward to hearing about the Summer Bridge program.” -Former Overnight Participant

  17. Academic Success Program (ASP) SPACES’ Retention Component:

  18. ASP’s Mission • ASP is a student-initiated and student-run service that functions to increase the retention rates of University of California, San Diego undergraduates. In particular, we strive to serve educationally disadvantaged student populations. • ASP is committed to providing free retention programs and services that help undergraduates financially, socially, and academically.

  19. What is Retention? • Retention = promotes holistic well-being of a student • Promotes the success and aids in the academic and personal development of students throughout their college career. • Gives students a sense of belonging, a sense of being connected to something larger. • Our retention programs help empower students to recognize their agency, to engage with their respective communities, and to be active student leaders.

  20. BooklendingProgram • This service was created in order to relieve the financial burden of textbooks for disadvantaged student populations. • Applications are available at the beginning of each quarter. Distribution of books is based on financial need, personal statement, and availability of books.

  21. Additional Programs & Services • Action Agendas • AudreLorde Library • Counseling and Mentoring Programs • Study Sessions • Workshop Series

  22. SPACES Funding

  23. Sources of Funding • Student Fees • Matched Student Affairs Funds • Student-Initiated Outreach State Funds

  24. PULSE Referendum • Promoting Understanding through Learning, Service, & Education • Passed in April 2007 • Adds $7 per student per quarter to Student Fees • $3 for SPACES • $1 for ASP • $1 for SIAPS • $2 return to Financial Aid

  25. VCSA Matched Funding • In Spring Quarter of 2010 the Vice Chancellor of Student Affairs agreed to permanently match the funds of SPACES, as one of the administrative commitments in response to the Winter 2010 incidents. • Approximately $330,000 has been added to the SPACES operating budget.

  26. Student-Initiated Outreach State Funds • The California state legislature annually disburses a portion of SAPEP funds explicitly towards Student-Initiated Outreach Efforts for each UC Campus. • This is approximately $20,000 a year, always in jeopardy of being cut.

  27. Other Student-Run Centers UCLA Community Programs UC Berkeley’s bridges Multicultural Resource Center Established in 1996 Comprised of 5 ethnic resource centers and 2 additional student groups No Career Full-Time Staff Focus on recruitment • Established in 1970 • Comprised of 3 components: • Community Program Office • Student Initiated Access Center • Student Retention Center • Comprised of 23 Career Full-Time Staff Members

  28. Other Student-Run Centers UCSC Student Recruitment & Retention Center (SRRC) UC Davis Engaging Education Established in 2001 1 Career Full-Time staff member • Established in 2000 • 2 Career Full-Time Staff Members • Focus on recruitment

  29. What does “community” mean?

  30. Prop 209 (1996) • Also known as the “Civil Rights Initiative” that passed in 1996 • Ballot initiative in California • Campaigned for by UC Regent Ward Connerly • Outlaws the consideration of race in higher education admissions & hiring • Banned Affirmative Action •  Less access, less retention, less communities of color in the higher education pipeline

  31. After Prop 209 • Increased activism among students of color • Student-Run, or SIO (student-initiated outreach) centers emerged across California • With established Student-run centers • UCLA (1970), UC Berkeley (1996), UCSC (2000), UC Davis (2001) • With Student-run centers in process • UCSB, UC Irvine • Without a Student-run center • UC Riverside, UC Merced

  32. Retention & Graduation Rates at UCSD by Ethnicity, 1992-2001* • 1998 was the first year that Prop 209 was in effect in the admissions process • The following statistics have been compiled from http://studentresearch.ucsd.edu

  33. African-American Student Retention & Graduation Rates, 1992-2001

  34. Asian Student Retention & Graduation Rates, 1992-2001

  35. Filipino Student Retention & Graduation Rates, 1992-2001

  36. Latino Student Retention & Graduation Rates, 1992-2001

  37. Mexican-American Student Retention & Graduation Rates, 1992-2001

  38. Native-American Student Retention & Graduation Rates, 1992-2001

  39. Caucasian Student Retention & Graduation Rates, 1992-2001

  40. Review of 1992-2001 Statistics • Extremely low numbers of enrollment of Native American and African American students • Increased enrollment of Asian American students • Lower graduation rates of Mexican American students • Higher graduation rates of Caucasian students How have students worked against these odds in the system of higher education?

  41. Building Community • Outcomes of Student-Run Centers* • Enhanced student commitment to their cultural heritage • Students’ bettering their understandings of the needs of particular ethnic communities as well as the role of students in helping to meet such needs • Bridges are built across particular racial/ethnic communities for the sake of organizing a united community of color *Based on research in Maldonado et al.

  42. bell hooks on Engaged Pedagogy • “To educate as the practice of freedom is a way of teaching that anyone can learn. … our work is not merely to share information but to share in the intellectual and spiritual growth of our students.” • Engaged pedagogy • “Emphasizes well-being” • “Necessarily values student expression” • “Does not seek simply to empower students” • Allows teachers to grow and be empowered by the process

  43. Reciprocal not receptacle

  44. Banking Method • Students viewed as “empty account” • Teachers as “bankers” • Paulo Freire • How do we implement anti-methods to this at SPACES?

  45. (Strategies of) Engaged Pedagogy

  46. Students Being Teachers • Peer Leadership Development • All-Staff Meetings • Student-Staff facilitate the growth of the center • Trainings • Skill Building • Counseling skills • Grant writing • Public Speaking • Identity Development • Retreats • One to Three day intensive trainings and community building

  47. Students Managing and Maintaining the Center • Hiring • Complete organization of the process • Job Cards • Financial Oversight and Approval of Budget • Academic Yearlong Budget Proposals (AYBP’s) • Accountability • Developing Center and Staff Policies • Expansion (1,5,10 Year Plans)

  48. Students Facilitating Holistic Well-Being • Social Relationships • Overall satisfaction of being • Academic Success • Better work • Accountability • Mental/Physical Health • One-to-One Check Ins • Ourspace • Sharing methods of survival and success

  49. Students Creating Programs for Themselves and Others Through Their Experiences • Overnight • Summer Summit • High School Conference • Students implementing what other students need • Alternative Tours • Tailored to the individual schools/groups that come in

  50. SPACES Practicum • Serves as an opportunity to engage undergraduates with the diverse community within the university and in the greater San Diego region. • Designed to serve the mission statement of empowering students and developing student empowerment. • Through student-led lectures and/or group discussions students : • Critically examine the issues facing underrepresented students • Gain an understanding of the student movement at UCSD • Learn how to take action and make positive change • Emphasis will be placed on refining the knowledge and skills needed to carry out effective outreach and retention projects • Including structural/institutional frameworks of racism/ discrimination, inequities in education, basic counseling skills, and awareness of resources.

More Related