1 / 19

Empower Through Reflection: Transforming Higher Education

Dive into the ENGAGE Assessment Toolbox in this workshop to engage in reflective practices for apprentice growth and development. Explore the benefits, challenges, and methods of reflection to shape personal and educational growth. Reflect on social identities, group memberships, privilege, and oppression through various activities. Evaluate the program's impact through apprentice cohort assessment using rubrics. Join the movement to create self-awareness and community engagement with reflection.

sollars
Download Presentation

Empower Through Reflection: Transforming Higher Education

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. Reflection and assessment Engage final workshop for 2014-15 apprentices

  2. Outline • I. Overview of ENGAGE Assessment Toolbox • II. Introduction to Reflection • III. Gallery Walk • IV. Examples of Reflection Activities • V. Break • VI. Assessment Practice with Rubric • VII. Evaluation of Program by Apprentice Cohort

  3. Engage assessment toolbox • https://engageatgc.wordpress.com/

  4. Everyone needs to reflect

  5. Transforming higher ed • “Reflection is a critical skill for gaining self-awareness. You are part of a movement that is changing how higher education institutions educate and become active members of the community, and how communities become co-educators of students. Reflection sits at the heart of this work.” Kathleen Rice, from Looking In Reaching Out: A Reflective Guide for Community Service Learning Professionals (Campus Compact).

  6. Reflection defined (practical) • “’the intentional consideration of experience in light of particular learning objectives’” (Hatcher & Bringle 1997; cited in Eyler 2002)

  7. Reflection defined (inspirational) • “Reflection is a process of seeking clarity about truth . . . Truth in experience, thought, beliefs, instincts, and relationships. Reflection can be accomplished independently or as a collective endeavor. Yet, however done, reflection demands consideration of one’s internal state (beliefs, feelings, assumptions) and external circumstances (actions, relationships, power dynamics, obstacles). Reflection also demands a self-honesty and humility that will hold its own against affront from any quarter.” • --Tony Chambers and the National Forum on Higher Education for the Public Good (2002). From Campus Compact’s Looking In Reaching Out

  8. Gallery walk • 1. What are the benefits of reflection for students before, during, and after a community-based engaged learning experience? • 2. What are the barriers and/or challenges associated with reflection for students? • 3. How can we overcomethese barriers and challenges?

  9. Social identities/group memberships • Who am I? • Make a list of three important groups of which you are a member.

  10. Social identities/group memberships • What groups did you list? • Often we do not list the groups that bring us privilege. • But these group memberships are consequential for how we see ourselves, how others see us, and they shape interactionand many major life outcomes (e.g. income, wealth, access to healthcare and education, etc.)

  11. Group identities across relations of power (adapted from sensoy and diAngelo, 2012)

  12. The Paradox of Privilege • Usually, when we are privileged we don’t recognize it, think about it, or acknowledge it. • For example, I usually don’t think about being white. That’s because I’m not oppressed as white. • Therefore, I don’t think much about my racial group membership.

  13. The Paradox continued • White privilege is consequential in my life, but invisible. • It’s like the air I breathe. It is everywhere around me, but I can’t see it.

  14. oppression • Unlike my experience of being white, I think a lot about being a woman. • This is largely because I, as a woman, belong to an oppressed group. I am reminded of being a woman, for example, when I avoid walking from the Hartsfield-Jackson International Airport terminal to the parking lot, late at night. I may instead take the Groome Shuttle service which I do not enjoy.

  15. Social (group) identity reflection exercise for students • 1. Reflect on how your group memberships or identities -- whether of privilege, oppression, or both -- might influence your experience with community-based learning. • 2. Reflect on what you notice about these various inequities and/or privileges and how they are played out in your community or on your campus. How can you “create space for dialogue, reflection, and action around these issues that are at the core of much community service-learning work?” (Rice, p. 7).

  16. Other Examples of reflection activities • 1. Rich Pictures • 2. Reflection Journal and Analysis • 3. 10-2 • 4. Save the Last Word for Me • 5. The Three Lenses • 6. What? So What? Now What? • 7. Video Discussion

  17. Video: Kenyan activist speaks to duke students about “saving” africa • http://www.nytimes.com/video/opinion/100000003431559/an-africans-message-for-america.html?emc=eta1

  18. Assessment practice with rubric

  19. Evaluation of program by apprentice cohort

More Related