Alejandra Meza (left) – Los Angeles, CA – PASA – conducted her fieldwork at EAOP UC Berkeley’s Pre-College Academy (PCA) Program, a six-week rigorous academic program for over 200 Bay Area high school students. Over 90% of participants self-identified as students of color and will be the first in their families to attend college. Her role in PCA was a Writing Teaching Assistant for the Youth, Schooling, and Constructs of a Criminal course, a class that explored how different groups such as age, race, gender, and class, intersect and influence the criminalization of young people in past and present times. As a Writing TA, Alejandra supported students by providing office hours, Spanish translation, one-on-one check ins, and even teaching a class.

Shaquita Pressley-Humphrey (middle) – Tacoma, WA – PASA – presented a poster at NCORE (National Conference on Race and Ethnicity in American Higher Education) on #BlackGirlsMatter: An Examination of the Research and Resources for Black Women in Higher Education. The goal of this poster was to examine current research on the barriers that affect black women in graduate school and how we can begin better supporting Black women using critical theoretical frameworks. It highlighted current literature that details some of the barriers Black women experience as well as programs and initiatives on college campuses across the country that serve to improve the experiences of Black women in higher education. Using critical race theory and black feminist thought as theoretical frameworks, this poster looked at how we can support black women in graduate degree programs through the following barriers: Racialized and Gendered Microaggressions, Oppressive classroom settings and practices Isolation, Lack of Mentors, Stress, Lack of Support, Systemic Barriers, & Coping Strategies

Gelli Ann Dayrit (right) – Arvin, CA – PASA – completed her fieldwork as a NODA Intern at the University of North Carolina at Chapel Hill’s New Student and Carolina Parent Programs (NSCPP) this summer. During her fieldwork placement, she gained a broad spectrum of experiences ranging from supervision and program management to crisis intervention and training. Gelli Ann completed 16 out of 18 orientation sessions (14 first-years and 4 transfers). During orientation sessions, she assisted with overseeing the overall facilitation of the orientation programs such as completing orientation administrative tasks, staffing the orientation help-desk, serving as an on-site troubleshooter, early arrivals, Honors Carolina, and C-STEP Programming. She oversaw the evening service learning and late programming of orientation which included Orientation Leader (OL) student skits, Stop Hunger Now, and Late Night Carolina. She also staffed the NSCPP informational table and oversaw the Orientation Informational Fair.

Gelli Ann’s main role as one of the NODA Interns was to evaluate and assess NSCPP’s orientation program. She was able to edit and shorten a total of 4 orientation evaluations (i.e., new student, transfers, and parents for both new students and transfers), and began the coding process of the evaluations for campus partner’s performance reviews. Gelli Ann co-led the content mapping of orientation sessions which encompassed sitting in and taking notes of selected sessions.

By the end of her fieldwork at Carolina, she was able to be Safe Zone and Helping Advocates for Violence End Now (HAVEN) certified. She was able to visit other universities (e.g., Duke University and North Carolina State University), meet student affairs educators, and build a relationship with Vice Chancellor Crisp as part of her Intern Seminar.

Gelli Ann is thankful for the NSCPP staff for providing her the opportunity to work with an amazing team. She is especially appreciative of the professional development the staff has provided over the summer. She is filled with gratitude on the friendships and relationships she has made with the staff, OLs, and other student affairs educators during her time at Carolina. Go Tar Heels!

USC Rossier School of Education – Diversity Task Force – Open Call for Membership

Purpose: The purpose of this task force is to address what we as educators and individuals can do within USC Rossier and the classrooms around the topic of equity, diversity, opportunity and access as we continue to prepare and train the next generation of researchers, practitioners and teachers. Like the University, Rossier is committed to promoting these principles with regard to race, ethnicity, gender, sexual identity and orientation, differential ability, religion, international constituents, veteran status and other under‐represented groups.

Continue reading USC Rossier School of Education – Diversity Task Force – Open Call for Membership

Writing Tip Wednesday: Confused Words (Pt. 2)

Dear Master’s Programs student,

Today’s writing tip will complement (not compliment) the previous confused-words entry.  In principle (not principal), most writers will already be familiar with the distinctions between these words, but I know we can all use a refresher on these easily-mistaken homophones.  So without further ado, here are the four word groupings for today:

Continue reading Writing Tip Wednesday: Confused Words (Pt. 2)

Writing Tip Wednesday: Organization as Invention

Dear Master’s Programs Student,

In a previous tip, we looked the steps of the writing process.  This week we’ll explore how one step—organizing—can actually help with another phase—brainstorming.  [For those who don’t practice the steps of writing, be sure to check this post and this post first to review the writing process.]

Continue reading Writing Tip Wednesday: Organization as Invention


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