I consider facilitators and collaborators to be capable of creating safe environments for others to give their input and are willing to work together toward a common goal. They navigate and lead groups of people by gathering all sources of feedback and putting it towards tangible goals. Facilitating can mean anything from leading a conversation to arranging a partnership. Collaborating can mean anything from working with others to gaining new knowledge in the pursuit of successful leadership.
Student-Led Community Outreach Program, Chapman University’s Office of Community Relations
Student-Led Community Outreach Program Teaches Good Neighbor Habits
Knowledge: I worked with my supervisor to create an outreach program led by myself and my co-worker. This program was put in place to mediate conflicts between the surrounding community of Orange and Chapman students living off-campus. Considering the vast concerns community members have regarding students’ behaviors and actions, we deemed it necessary to replace law enforcement liaison visits with student liaison visits. Therefore, my co-worker and I go to students’ homes to inform them of an issue and encourage them to maintain harmonious relationships with their neighbors.
Skill 1: With this new outreach program in place, I was determined to make it as effective as possible by ensuring students were receptive to their neighbors’ concerns as well as feeling comfortable enough to have a conversation with us about their concerns as well. By providing resources such as directions for living in peace with neighbors as well as personable advising, students are granted a safe space to talk about neighborhood feedback.
Skill 2: Through this mediation, my co-worker and I are working to facilitate cooperation and tranquility. This can be a difficult position when balancing between acting friendly and personable while maintaining a professional demeanor. I have learned how to come off as approachable and offer support rather than being disciplinary or demanding.
Disposition: This experience has taught me how to address issues with an open mind and an unbiased stance while making the person “at fault” comfortable enough to feel respected and understood. I plan on carrying these lessons with me into my future as an educator considering these types of circumstances may come up within classroom settings. When it comes to disciplinary measures, I have found that people are more proactive with resolving issues when someone is empathetic and kind rather than intolerant.
Intersectionality Lesson Plan, IES 204: Exploring Theories of Learning
Intersectionality Presentation
Knowledge: I was assigned to create a lesson plan that could teach young students about any topic, and I chose to discuss intersectionality and its impact on each person’s values, beliefs, morals, behaviors, and actions. I was to present my lesson plan to the class and have them partake in an activity that would immerse them in the key concept.
Skill 1: To create a sufficient lesson plan, I researched intersectionality and what it entails in order to provide students with an understanding of the components that make up a person’s identity. I received constructive feedback on my content and whether the presentation was comprehensive and accessible. Then, I presented it in person to students and had pairs of two partake in an interactive activity.
Skill 2: With this activity, I had students pair up and describe each part of their identity including their ethnicity, race, gender, class, education, sexuality, ability, age, culture, and language. Then, I had each student describe themselves to each other using “I am…” statements back and forth that was unique to them. This provided a space for openness, vulnerability, transparency, and acceptance. Then, I had each student describe each other using adjectives and words of affirmation following their description of themselves.
Disposition: This experience was eye-opening for each student, considering they shared parts of themselves that may not have been provoked without my initiative. The atmosphere of the classroom changed that day, and it inspired me to continue creating spaces for people that are transparent and all-encompassing of their intersectional background.
Y.O.U.R. School, IES 206: Schools in Society
Knowledge: I was assigned to create an ideal school that had no boundaries to my imagination. It could be anything I wanted, as long as it was possible. With this prompt, I decided to research self-directed democratic schools that give students the freedom to learn what they want – how they want. I created a presentation for the class that would capture the building and execution of this institution.
Skill 1: This project was difficult to fully encompass in the description I provided to my classmates. Self-directed democratic schools are extremely rare and usually met with judgment from what I discovered through my research. People who have only had traditional educational experiences can be turned off by the idea of a self-directed school, so facilitating a discussion on the topic was taxing and I needed to prepare with plenty of background information.
Skill 2: Not only did I need to present and describe my idea of an ideal school, but I had to imagine it in the first place. Thinking about how to put all of my ideas for the reformation of the education system into a single, tangible school was challenging. It was an opportunity to expand my mind and my mental limitations formed by traditional educational norms. With this assignment, I felt more confident in my ability to execute my ideas for reforming educational inequities and obstacles. I gained substantial insight into my tangible initiatives for the future of education.
Disposition: In researching the effectiveness of self-directed democratic schools, I felt more passionate and ambitious about my ideas following the presentation. Receiving positive feedback, I began to think outside of the box and reimagine what schools could look like in an ideal world. With this, I was able to think of other institutions in the same way once I deconstructed the social norms and traditions I have been conditioned to accept. I continue to think of social structures in this way and it gives me the motivation to strive for reformation every day.
CU in the Community Video Series, Chapman University’s Office of Community Relations
CU in the Community Video Series
Knowledge: Within my office, I have jumpstarted a series of videos that gives businesses the opportunity to showcase their harmonious relationship with Chapman and with the surrounding community. My co-worker and I consistently film interviews with local business owners and post them to our office’s social media for both students and community members to gain insight into the ways we are involved outside of the confined walls of the university.
Skill 1: In order to facilitate conversations with local business owners and employees, I am responsible for maintaining constant communication with their representatives in order to schedule and plan for the videos. I research businesses’ ethical backgrounds, missions, and inclusivity in order to be sure we are featuring institutions that align with our values. Then, we meet together and carry out the project.
Skill 2: Filming these videos spark partnerships with local businesses and it is exciting to see the results of our newfound relationships post-interviews. The owners or employees become more familiar with what our office does, and they spread awareness about our efforts to unite the City of Orange and Chapman University. We have been met with positive responses and feedback, which is encouraging to maintain those partnerships for future collaborations.
Disposition: As I work on this video series, I continue to grow an appreciation for harmonious relationships and collaboration with community members. Working for an educational institution that tends to work within its boundaries, I find it fulfilling to partner with others and gain insight into what they think of our efforts and the university overall. With this, I have changed my outlook on my personal work and how to improve it further.