This entry contains my group presentation for SDAD 5750 Best Practices in Student Services during Summer Quarter 2020. We identified a functional area we were unfamiliar with and wanted to know more about. At the height of the COVID-19 pandemic and remote learning, we were most interested in disability services. Our goal was to learn about how professionals across institution types define, promote, and assess outreach and engagement within each of their areas. In addition to meaningful contributions during our group discussions, I also took the lead on identifying one of the professionals to interview, coordinating and facilitating the interview, and creating and presenting the information we learned from that individual.
This entry demonstrates my increased knowledge of issues students with disabilities face and best practices and challenges practitioners encounter across institutions regarding outreach and engagement in disability service centers. Accessibility issues continue to develop and emerge, and this artifact has demonstrated how it is shaping student affairs professionals. One key understanding that stands out from this entry is the required campus-wide effort, buy-in, and collaboration required from faculty and staff to address student needs to create a more equitable learning environment. Communicating and presenting this new information was an area of growth for me I am proud to be a part of.
This entry addresses learning outcome(s):
By engaging in this assignment, I gained a better understanding of students with disabilities (LO 2: Understanding students and student issues) and the federal laws created to provide them more access (LO 9: Understanding issues surrounding law, policy, finance and governance). This entry helps me integrate inclusive policies and practices (LO 5: Adapting student services to specific environments and cultures) and create more equitable spaces with accessibility in mind (LO 4: Understanding and fostering diversity, justice and a sustainable world formed by a global perspective and Jesuit Catholic tradition). Lastly, this assignment provided me an opportunity to work with a team collaboratively for school on Zoom for the first time (LO 6: Developing and demonstrating skills in leadership and collaboration).
SDA 10 Learning Outcomes
This entry demonstrates my increased knowledge of issues students with disabilities face and best practices and challenges practitioners encounter across institutions regarding outreach and engagement in disability service centers. Accessibility issues continue to develop and emerge, and this artifact has demonstrated how it is shaping student affairs professionals. One key understanding that stands out from this entry is the required campus-wide effort, buy-in, and collaboration required from faculty and staff to address student needs to create a more equitable learning environment. Communicating and presenting this new information was an area of growth for me I am proud to be a part of.
This entry addresses learning outcome(s):
By engaging in this assignment, I gained a better understanding of students with disabilities (LO 2: Understanding students and student issues) and the federal laws created to provide them more access (LO 9: Understanding issues surrounding law, policy, finance and governance). This entry helps me integrate inclusive policies and practices (LO 5: Adapting student services to specific environments and cultures) and create more equitable spaces with accessibility in mind (LO 4: Understanding and fostering diversity, justice and a sustainable world formed by a global perspective and Jesuit Catholic tradition). Lastly, this assignment provided me an opportunity to work with a team collaboratively for school on Zoom for the first time (LO 6: Developing and demonstrating skills in leadership and collaboration).
SDA 10 Learning Outcomes